Психологическая наука и образование
2022. Том 27. № 2. С. 96–107
doi:10.17759/pse.2022270208
ISSN: 1814-2052 / 2311-7273 (online)
Использование методики «Educational breakout» в рамках устойчивого профессионального развития педагогов CLIL
Аннотация
Общая информация
Ключевые слова: подготовка учителей, активные методологии, предметно-языковое интегрированное обучение (CLIL), многоязычное образование, устойчивое развитие
Рубрика издания: Психология образования
Тип материала: научная статья
DOI: https://doi.org/10.17759/pse.2022270208
Финансирование. Данная работа является частью исследовательского проекта «Коммуникация в CLIL. Развитие коммуникативных компетенций преподавателей CLIL», финансируемого Католическим университетом Валенсии (исследовательский грант № 2019-271-002).
Благодарности. Авторы выражают благодарность за ценный вклад Веронике Аларкон Гарсия.
Получена: 12.01.2022
Принята в печать:
Для цитаты: Полякова О., де Рос Косера Л. Использование методики «Educational breakout» в рамках устойчивого профессионального развития педагогов CLIL // Психологическая наука и образование. 2022. Том 27. № 2. С. 96–107. DOI: 10.17759/pse.2022270208
Литература
- Bertaux P., Coonan C.M., Frigols-Martín M.J., Mehisto P. The CLIL teacher`s competences grid [Elektronnyi resurs]. 2010. Available at: http:// www3.gobiernodecanarias.org/medusa/ecoescuela/ recursosdigitales/2015/02/09/the-clil-teachers-competences-grid/ (Accessed 10.06.2021).
- Choi J., Ollerhead S. (Eds.). Plurilingualism in teaching and learning: Complexities across contexts. Routledge, 2018.
- Coste D. Plurilingualism and the challenges of education. In Grommes P. and Hu A. (eds.). Plurilingual education Policies—practices—language development. John Benjamins Publishing Company, 2014, pp. 15— 32. DOI:10.1075/hsld.3.03cos
- Council of Europe. Common European framework of reference for languages: learning, teaching, assessment ; companion volume. Council of Europe Publishing, 2020.
- Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. Cambridge University Press, 2010. DOI:10.1017/9781009024549
- Custodio Espinar M. CLIL Teacher Education in Spain. In Tsuchiya K. and Pérez-Murillo M. (eds.). Content and Language Integrated Learning in Spanish and Japanese Contexts. Springer, 2019, pp. 313—337. DOI:10.1007/978-3-030-27443-6_13
- Darvin R., Lo Y.Y., Lin A.M. Examining CLIL through a critical lens. English Teaching and Learning, 2020. Vol. 44, no. 2, pp. 103—108. DOI:10.1007/s42321-020- 00062-2
- De Zarobe Y. CLIL implementation: From policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism, 2013. Vol. 16, no. 3, pp. 231—243. DOI:10.1080/13670050.2013.777 383
- Erling E.J., Moore E. Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action. International Journal of Multilingualism, 2021, pp. 1—11. DOI:10.1080/147907 18.2021.1913171
- Fernández-Sanjurjo J., Fernández-Costales A., Arias Blanco J.M. Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. International journal of bilingual education and bilingualism, 2019. Vol. 22, no. 6, pp. 661—674. DOI:10.1080/13670050.2017.1 294142
- Fuentes E.M. El “Breakout EDU” como herramienta clave para la gamificación en la formación inicial de maestros/as. EDUTEC. Revista electrónica de tecnología educativa, 2019. Vol. 67, pp. 66—79. DOI:10.21556/edutec.2019.67.1247
- Fullerton T. Game design workshop: a playcentric approach to creating innovative games. AK Peters/CRC Press, 2019.
- García Tudela P.A., Gil Tejada J.A., Monteagudo Navarro B., Navarro Cendón M. Escapa y aprende: la escape room como estrategia didáctica. Uno Editorial, 2018.
- Grande-de-Prado M., García-Martín S., Baelo R., Abella-García V. Edu-Escape Rooms [Elektronnyi resurs]. Encyclopedia, 2020. Vol. 1, no. 1, pp. 12—19. DOI:10.3390/encyclopedia1010004
- Le Pichon-Vorstman E., Siarova H. & Szőnyi E. The future of language education in Europe: case studies of innovative practices. European Journal of Language Policy, 2021. Vol. 13, no. 1, pp. 114—120.
- Lancaster G.A., Dodd S., Williamson P.R. Design and analysis of pilot studies: recommendations for good practice. Journal of evaluation in clinical practice, 2004. Vol. 10, no. 2, pp. 307—312. DOI:10.1111/j.2002.384.doc.x
- Leon A.C., Davis L.L., Kraemer H.C. The role and interpretation of pilot studies in clinical research. Journal of psychiatric Research, 2011. Vol. 45, no. 5, pp. 626— 629. DOI:10.1016/j.jpsychires.2010.10.008
- López Pernas S., Gordillo Méndez A., Barra Arias E., Quemada Vives J. Propuesta y validación de una metodología para el uso de escape rooms educativas mediante una plataforma web. [Elektronnyi resurs]. Actas de Jornadas de Innovación Educativa UPM 2019. Madrid: UPM. Available at: https://oa.upm. es/64675 (Accessed 09.06.2021).
- López Pernas S., Gordillo Méndez A., Marín Estañ A., Barra Arias E., Quemada Vives J. Guía para el diseño y ejecución de escape rooms educativas mediante la plataforma Escapp [Elektronnyi resurs]. Universidad Politécnica de Madrid, 2020. Available at: https://github.com/ging/escapp/raw/master/public/pdf/ escapp.pdf (Accessed 09.06.2021).
- Madrid-Fernández D., Ortega-Martín J.L., Hughes S.P. CLIL and Language Education in Spain. In Tsuchiya K. and Pérez-Murillo M. (eds.). Content and Language Integrated Learning in Spanish and Japanese Contexts. Springer, 2019, pp. 11—35. DOI:10.1007/978- 3-030-27443-6_2
- Margolis A.A. Teacher Training Models in Applied Bachelor and Pedagogical Master Programs. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2015. Vol. 20, no. 5, pp. 45—64. DOI:10.17759/pse.2015200505 (In Russ.; аbstr. in Engl.).
- Marsh D., Díaz-Pérez W., Frigols-Martín M.J., Langé G., Pavón Vázquez V., Trindade C. The Bilingual Advantage: The Impact of Language Learning on Mind & Brain [Elektronnyi resurs]. University of Jyväskylä Group, Finland, EduCluster Finland, 2020. Available at: https://www.languages.dk/docs/Bilingual_Advantage_ Position_Paper_Finland_2020.pdf (Accessed 03.06.2021).
- Marsh D., Mehisto P., Frigols-Martín M.J. European Framework for CLIL Teacher Education [Elektronnyi resurs]. European Centre for Modern Languages, 2011. Available at: https://www.ecml.at/Resources/ ECMLPublications/tabid/277/ID/35/language/en-GB/ Default.aspx (Accessed 11.06.2021).
- Mehisto P., Marsh D., Frigols-Martín M.J. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education, 2008.
- Mishra P., Koehler M.J. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 2006. Vol. 108, no. 6, pp. 1017—1054. DOI:10.1111/j.1467- 9620.2006.00684.x
- Malmqvist J., Hellberg K., Möllås G., Rose R., Shevlin M. Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies. International Journal of Qualitative Methods, 2019. Vol. 18, pp. 1—11. DOI:10.1177/1609406919878341
- North B., Piccardo E. Mediation and exploiting one’s plurilingual repertoire: exploring classroom potential with proposed new CEFR descriptors. In Proceedings of the 6th International ALTE Conference Learning and Assessment: Making the Connections Bologna, Italy, 3—5 May 2017. 2017, pp. 87—95.
- Pérez Cañado M.L. CLIL and pedagogical innovation: Fact or fiction? International Journal of Applied Linguistics, 2018. Vol. 28, no. 3, pp. 369—390. DOI:10.1111/ijal.12208
- Pérez-Cañado M.L. Innovations and Challenges in CLIL Teacher Training. Theory into Practice, 2018. Vol. 57, no. 3, pp. 1—10. DOI:10.1080/00405841.201 8.1492238
- Piccardo E., North B., Goodier T. Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning: The CEFR companion volume. Journal of e-Learning and Knowledge Society, 2019. Vol. 15, no. 1, pp. 17—36. DOI:10.20368/1971- 8829/1612
- San Isidro X. Innovations and challenges in CLIL implementation in Europe. Theory into Practice, 2018. Vol. 57, no. 3, pp. 185—195. DOI:10.1080/00405841. 2018.1484038
- Schachtebeck C., Groenewald D., Nieuwenhuizen C. Pilot studies: Use and misuse in South African SME research. Acta Universitatis Danubius. OEconomica, 2018. Vol. 14, no. 1, pp. 5—19.
- Van Mensel L., Hiligsmann P., Mettewie L., Galand B. CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium. Language, Culture and Curriculum, 2020. Vol. 33, no. 1, pp. 1—14. DOI:10.108 0/07908318.2019.1571078
- UNESCO. Records of the General Conference, 30th session, Paris, 26 October to 17 November 1999, v. 1: Resolutions — UNESCO [Elektronnyi resurs]. UNESCO, 1999. Available at: https://unesdoc.unesco. org/ark:/48223/pf0000118514 (Accessed 21.01.2021).
- United Nations. General Assembly Resolution A/ RES/70/1 [Elektronnyi resurs]. Transforming Our World, the 2030 Agenda for Sustainable Development. 2015. Available at: https://www.un.org/en/development/desa/population/ migration/generalassembly/docs/globalcompact/A_ RES_70_1_E.pdf (Accessed 10.01.2021).
- Piccardo E. Plurilingualism: Vision, conceptualization, and practices. In Trifonas P.P. and Aravossitas T. (eds.). Handbook of research and practice in heritage language education. Springer, 2018, pp. 207—225. DOI:10.1007/978-3-319-44694-3_47
Информация об авторах
Метрики
Просмотров
Всего: 549
В прошлом месяце: 14
В текущем месяце: 3
Скачиваний
Всего: 240
В прошлом месяце: 6
В текущем месяце: 2