A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulner...

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Autor principal:	Sotiria Pappa
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad de La Sabana 2021
Materias:	Teacher education Content and Language Integrated Learning online learning practicum student teacher journals Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/fbd63c597e1d4f0fbfb65fe6cadb7a0c
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spelling	oai:doaj.org-article:fbd63c597e1d4f0fbfb65fe6cadb7a0c2021-11-29T02:19:15ZA Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum10.5294/laclil.2021.14.1.22011-67212322-9721https://doaj.org/article/fbd63c597e1d4f0fbfb65fe6cadb7a0c2021-11-01T00:00:00Zhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/14357https://doaj.org/toc/2011-6721https://doaj.org/toc/2322-9721 The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning. Sotiria PappaUniversidad de La SabanaarticleTeacher educationContent and Language Integrated Learningonline learningpracticumstudent teacher journalsEducationLSpecial aspects of educationLC8-6691ENESLatin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	Teacher education Content and Language Integrated Learning online learning practicum student teacher journals Education L Special aspects of education LC8-6691
spellingShingle	Teacher education Content and Language Integrated Learning online learning practicum student teacher journals Education L Special aspects of education LC8-6691 Sotiria Pappa A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
description	The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.
format	article
author	Sotiria Pappa
author_facet	Sotiria Pappa
author_sort	Sotiria Pappa
title	A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
title_short	A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
title_full	A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
title_fullStr	A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
title_full_unstemmed	A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum
title_sort	case study of three finnish pre-service teachers’ emotions and understanding of clil during an online practicum
publisher	Universidad de La Sabana
publishDate	2021
url	https://doaj.org/article/fbd63c597e1d4f0fbfb65fe6cadb7a0c
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A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

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