PROFESSIONAL TEACHING COMPETENCES FOR CLIL TEACHERS: A PROPOSAL OF THE KEY PRINCIPLES

María Saray Mallorquín Rodríguez

Abstract


This work has been carried out in parallel with the doctoral research that I have carried out on the necessary professional competencies of a CLIL professor developed in the field of education, at the University of La Laguna. The aim of the research was to define and study the professional teaching competences required for a CLIL teacher in the current context of compulsory secondary education.

This paper aims to show a proposal on what principles are necessary in the training of the CLIL teacher. First, the three proposed principles will be set out and presented: the principle of integration which understands language, content and culture as closely related elements, the principle of updating, with particular emphasis on the continuing training to be acquired and renewed by teachers in a lifelong learning process, and finally, the principle of simultaneity according to which the educator must implement different professional skills and competences in a synchronised manner. Secondly, a brief introduction will be made to set a precedent for the creation and rationale of these principles. Third, definitions and descriptions will be provided to clarify exactly what these organisational principles are, which aim to regulate the competencies and skills that CLIL teachers must possess or acquire. Finally, the conclusions of the study on these principles and the necessity of this proposal will be presented.

Key words: CLIL, competences, principles, integration, teacher.


Full Text:

PDF

References


Echavarría, C. V. (2003). La escuela un escenario de formación y socialización para la construcción de identidad moral. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud. Recuperado de: http://revistaumanizales.cinde.org.co/rlcsnj/index.php/Revista-Latinoamericana/article/view/332

Mallorquín Rodríguez, M. S. (2019). Las competencias profesionales necesarias de un docente CLIL (tesis doctoral). Facultad de educación, Universidad de La Laguna.

Manso, J., y Moya, J. (Coords.). (2019). Profesión y profesionalidad docente. Una acción educativa comprometida con el desarrollo humano. Recuperado de: http://www.dialogorede.es/wp-content/uploads/2019/04/LIBRO_PROFESION_DOCENTE.pdf

Coyle, D., Hood, P., y Marsh, D. (2010). Content and Language Integrated Learning. Cambridge, Reino Unido: Cambridge University Press.




DOI: http://dx.doi.org/10.0001/ijllis.v9i1.2030

DOI (PDF): http://dx.doi.org/10.0001/ijllis.v9i1.2030.g2460

Copyright © 2012-2020 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, Republic of North Macedonia.

All Rights Reserved.

The publication is licensed under a Creative Commons License (CC BY) https://creativecommons.org/licenses/by/4.0/  View Legal Code                                                                                                                 

ISSN (print): 1857-8179. ISSN (online): 1857-8187.

Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any. It is the sole responsibility of the Author concerned.