Abstract
Applying a learning-practice approach to CLIL in teacher education may be instrumental not only to promote the development of CLIL professional skills, but also to improve pre-service teachers' ‘effective personality.' This chapter provides, first, a detailed description of a specific course of physical education teacher education that has been successfully applied for three years, in which pre-service teachers are required to implement CLIL through a learning-practice approach. Subsequently, it presents an explanatory mixed-methods study to examine how pre-service teachers' effective personality was influenced by the learning-practice approach to CLIL used. Informed by the results obtained, the chapter finishes by sharing some clues on how to foster effective personality through CLIL teacher training to help lecturers design and develop proper CLIL teacher development activities.
TopThe Physical Education Course
The subject of Didactics of Physical Education in Primary Teaching is a compulsory subject developed in the second year of the degree of Primary Teaching. However, students in this degree are able to decide whether they want to carry it out through the bilingual option or not. In any case, the contents are always the same and include: the Physical Education and its educational value, the historical evolution and trends in Physical Education, the curriculum of Physical Education in Primary Education, the elements included in the Didactics of Physical Education, Programming in Physical Education, as well as the Teaching-learning of the different blocks of contents of Physical Education in Primary Education. Several active methodologies are used when dealing with these topics. Therefore, the subject uses a learning-practice approach (Strom & Viesca, 2021), since pre-service teachers are to teach their peers through experiential learning, and embodied cognition (Wilson, 2022). This is to say that, according to Dewey’s (1938) theory, students ‘learn by doing’, since during the subject they act as both teachers and students, and they are required to reflect upon their practices in order to be critical and find ways to improve them.
Key Terms in this Chapter
Self-Efficacy: A student’s capacity to perform successfully a given task.
Peer Assessment: An evaluation among equals of the teaching practice.
Self-Realization: A concept related to the sense of developing one’s potentials.
Lesson Study: A process through which both students and teachers analyze and discuss the elements and procedures of a specific teaching practice.
Social self-realization: A sense of realization with others.
Self-Esteem: A concept related to the students’ perception of themselves.