TEACHERS’ PERSPECTIVES ON CLIL PROGRAMME DEVELOPMENT IN PRIMARY EDUCATION IN ANDALUSIA
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2022-06-01
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Jaén: Universidad de Jaén
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[ES] Este estudio tiene la intención de mostrar las perspectivas que tienen los docentes sobre la implementación y desarrollo de la metodología AICLE. Para ello, se ha administrado un cuestionario a 61 maestros bilingües-inglés que trabajan en un contexto monolingüe como es la región de Andalucía. En primer lugar, este trabajo trata de mostrar qué es AICLE y cómo se ha implementado y desarrollado en Andalucía. Posteriormente, se ha llevado a cabo un análisis estadístico sobre las percepciones de los docentes en relación con el desarrollo y uso del inglés del alumnado en clase, recursos, materiales y TIC, metodología, evaluación, formación docente, movilidad y coordinación y organización y se ha tenido en cuenta variables como la edad, género, situación administrativa, nivel de inglés, experiencia docente o el tipo de centro que pueden influir en sus respuestas. Finalmente, presentamos los resultados obtenidos y una discusión sobre los mismos, para concluir con unas conclusiones obtenidas a partir del análisis.
[EN] This study intends to show teachers’ perspectives on the implementation and development of CLIL methodology. To this end, a questionnaire was administered to 61 English bilingual teachers who are working in a monolingual context such as the Andalusian region. Firstly, this study addresses what CLIL is and how it has been implemented and developed in the Andalusian education system. Subsequently, we have carried out a statistical analysis of teachers’ perceptions in relation to students’ use and development of English in class, materials and resources and ICT, methodology, evaluation, teacher training, mobility and coordination and organization and factored in variables such as age, gender, situation administrative, English level, teacher experience o setting where teacher teach which can possibly influence their answers. Finally, we present the results obtained and a put forth a discussion and finish with a conclusion based on a statistical analysis.
[EN] This study intends to show teachers’ perspectives on the implementation and development of CLIL methodology. To this end, a questionnaire was administered to 61 English bilingual teachers who are working in a monolingual context such as the Andalusian region. Firstly, this study addresses what CLIL is and how it has been implemented and developed in the Andalusian education system. Subsequently, we have carried out a statistical analysis of teachers’ perceptions in relation to students’ use and development of English in class, materials and resources and ICT, methodology, evaluation, teacher training, mobility and coordination and organization and factored in variables such as age, gender, situation administrative, English level, teacher experience o setting where teacher teach which can possibly influence their answers. Finally, we present the results obtained and a put forth a discussion and finish with a conclusion based on a statistical analysis.