Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity

This research article explores the influence of collaborative peer work and feedback on teacher identity development within a CLIL (Content and Language Integrated Learning) framework. Based on qualitative methods, we examine how pre-service and in-service teachers engage in collaborative materials...

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Autores:
Velandia Rozo, Juan Fernando
Pérez Descans, Manuela
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2024
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/13168
Acceso en línea:
https://hdl.handle.net/20.500.12495/13168
Palabra clave:
Identidad
Trabajo colaborativo
Materiales
Retroalimentación
Metodología
370.1175
Identity
Collaborative work
Materials
Feedback
Methodology
Rights
License
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repository_id_str
dc.title.none.fl_str_mv Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
dc.title.translated.none.fl_str_mv la colaboración docente y la retroalimentación apoyadas por el AICLE como desarrollo a la identidad del profesor en formación
title Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
spellingShingle Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
Identidad
Trabajo colaborativo
Materiales
Retroalimentación
Metodología
370.1175
Identity
Collaborative work
Materials
Feedback
Methodology
title_short Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
title_full Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
title_fullStr Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
title_full_unstemmed Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
title_sort Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
dc.creator.fl_str_mv Velandia Rozo, Juan Fernando
Pérez Descans, Manuela
dc.contributor.advisor.none.fl_str_mv Rojas Rodriguez, Daniel Hernando
dc.contributor.author.none.fl_str_mv Velandia Rozo, Juan Fernando
Pérez Descans, Manuela
dc.contributor.orcid.none.fl_str_mv Velandia Rozo, Juan Fernando (0009-0009-3510-7338)
Pérez Descans, Manuela (0009-0000-5504-3954)
dc.subject.none.fl_str_mv Identidad
Trabajo colaborativo
Materiales
Retroalimentación
Metodología
topic Identidad
Trabajo colaborativo
Materiales
Retroalimentación
Metodología
370.1175
Identity
Collaborative work
Materials
Feedback
Methodology
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Identity
Collaborative work
Materials
Feedback
Methodology
description This research article explores the influence of collaborative peer work and feedback on teacher identity development within a CLIL (Content and Language Integrated Learning) framework. Based on qualitative methods, we examine how pre-service and in-service teachers engage in collaborative materials design and reflective practices to enhance their professional growth. Results reveal that collaboration fosters reflective teaching, strengthens teacher agency, optimizes lesson planning and classroom effectiveness, leading to progress in student outcomes. Moreover, feedback plays a key role in helping teachers identify areas for correction and refine their strategies, contributing to a stronger professional identity. Finally, through peer collaboration, teachers exchange ideas and develop adaptive approaches to various classroom challenges. In summary, the study underscores the importance of collaborative and feedback environments in shaping teacher identity, promoting professional development, and enhancing the quality of teaching in the context of CLIL and English language teaching.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-11-09T00:49:46Z
dc.date.available.none.fl_str_mv 2024-11-09T00:49:46Z
dc.date.issued.none.fl_str_mv 2024-10
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/13168
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.unbosque.edu.co
url https://hdl.handle.net/20.500.12495/13168
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Aguilar Gavira, S., & Barroso Osuna, J. (2015). LA TRIANGULACIÓN DE DATOS COMO ESTRATEGIA EN INVESTIGACIÓN EDUCATIVA. Pixel-Bit. Revista de Medios y Educación, (47), 73-88.
Alsup, J. (2018). Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability.
Ávalos, B., (2011). El liderazgo docente en comunidades de práctica. EDUCAR, 47(2), 237-252.
Ballet, K., Kelchtermans, G., & Loughran, J. (2006). Beyond intensification towards a schotarship of practice: analysing changes in teachers’ work lives. Teachers and Teaching, 12(2), 209–229. https://doi.org/10.1080/13450600500467415
Banegas, D. L., & del Pozo Beamud, M. (2022). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 151-164. https://doi.org/10.1177/0033688220930442
Biava, M. L., & Segura, A. L. (2010). ¿ Por qué es importante saber el idioma inglés? Current News.
Candela Rodriguez, B. F. (2023). Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes. Tecné, Episteme Y Didaxis: TED, (54), 339–354. https://doi.org/10.17227/ted.num54-16421
Candela Rodriguez, B. F. (2023). Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes. Tecné, Episteme Y Didaxis: TED, (54), 339–354. https://doi.org/10.17227/ted.num54-16421
Chevrier, J., Gohier, C., Anadón, M., & Godbout, S. (2007). Construction de l’identité professionnelle des futures enseignantes: Dispositifs de formation présents et souhaités selon les acteurs responsables de la formation des maîtres au préscolaire et au primaire. En C.
Gohier (Ed.), Identités professionnelles d’acteurs de l’enseignement. Regards croisés (pp.137-168). Québec: Presses de l'Université du Québec.
Czerniawski, G. (2011). Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England. European Journal of Teacher Education, 34(4), 431–447. https://doi.org/10.1080/02619768.2011.587114
Dominguez, N. (2023). Reciprocal mentoring for students and staff in higher education. In Reciprocal
Garten, T. R., Hudson, J. A., & Gossen, H. A. (1994). Preparing Mentors of First‐Year Teachers:
Handbook of Mentoring and Coaching in Education, 1-568.
Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (1st ed.). Routledge. https://doi.org/10.4324/9780203887332
Heerwagen, Judith & Kampschroer, Kevin & Powell, Kevin & Loftness, Vivian. (2004). Collaborative Knowledge Work Environments. Building Research and Information - BUILDING RES INFORM. 32. 510-528. 10.1080/09613210412331313025.
Heerwagen, Judith & Kampschroer, Kevin & Powell, Kevin & Loftness, Vivian. (2004). Collaborative Knowledge Work Environments. Building Research and Information - BUILDING RES INFORM. 32. 510-528. 10.1080/09613210412331313025.
Izadinia, Mahsa. (2012). A review of research on student teachers’ professional identity. British Educational Research Journal - BR EDUC RES J. 39. 1-20.10.1080/01411926.2012.679614.
Jawad Golzar | Carol Fuller (Reviewing editor) (2020) Teacher identity formation through classroom practices in the post-method era: A systematic review, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1853304
Jones, C. and Healing, G. (2010), Net generation students: agency and choice and the new technologies. Journal of Computer Assisted Learning, 26: 344-356. https://doi.org/10.1111/j.1365-2729.2010.00370.x
Journal, 18(1), 43-60.
Kelchtermans, Geert. (2006). Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. A review. Zeitschrift für Pädagogik, 52(2), 220-237.. Zeitschrift für Pädagogik. 52. 220-237.
Köksal, Necla & Demirel, Özcan. (2008). The contributions of reflective thinking to pre-service teachers' teaching practice. Eğitim fakü̧ltesi dergisi. 189-203.
Krichesky, G. J., & Murillo, F. J. (2018). LA COLABORACIÓN DOCENTE COMO FACTOR DE APRENDIZAJE Y PROMOTOR DE MEJORA. UN ESTUDIO DE CASOS. Educación XX1, 21(1), 135-155.
López-Deflory, E., & Juan-Garau, M. (2017). Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands. European Journal of Applied Linguistics, 5, 30 - 5.
Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE handbook of mentoring, 20, 316-334.
Madison, D. S. (2005). Critical ethnography: Method, ethics, and performance. SAGE Publications, Inc., https://doi.org/10.4135/9781452233826
Manrique Orozco, A. M. y Gallego Henao, A. M. (enero-junio, 2013). El material didáctico para la construcción de aprendizajes significativos. Revista Colombiana de Ciencias Sociales, 4(1), 101-108.mentoring (pp. 103-134). Routledge.
Merriam, S.B. (1998) Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers, San Francisco
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Vanegas Ortega, Carlos, & Fuentealba Jara, Adrián. (2019). Identidad profesional docente, reflexión y práctica pedagógica: Consideraciones claves para la formación de profesores. Perspectiva Educacional, 58(1), 115-138. https://dx.doi.org/10.4151/07189729-vol.58-iss.1-art.780
Vangrieken, Katrien & Dochy, Filip & Raes, Elisabeth & Kyndt, Eva. (2015). Teacher collaboration: A systematic review. Educational Research Review. 15. 10.1016/j.edurev.2015.04.002.
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spelling Rojas Rodriguez, Daniel HernandoVelandia Rozo, Juan FernandoPérez Descans, ManuelaVelandia Rozo, Juan Fernando (0009-0009-3510-7338)Pérez Descans, Manuela (0009-0000-5504-3954)2024-11-09T00:49:46Z2024-11-09T00:49:46Z2024-10https://hdl.handle.net/20.500.12495/13168instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coThis research article explores the influence of collaborative peer work and feedback on teacher identity development within a CLIL (Content and Language Integrated Learning) framework. Based on qualitative methods, we examine how pre-service and in-service teachers engage in collaborative materials design and reflective practices to enhance their professional growth. Results reveal that collaboration fosters reflective teaching, strengthens teacher agency, optimizes lesson planning and classroom effectiveness, leading to progress in student outcomes. Moreover, feedback plays a key role in helping teachers identify areas for correction and refine their strategies, contributing to a stronger professional identity. Finally, through peer collaboration, teachers exchange ideas and develop adaptive approaches to various classroom challenges. In summary, the study underscores the importance of collaborative and feedback environments in shaping teacher identity, promoting professional development, and enhancing the quality of teaching in the context of CLIL and English language teaching.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésEste artículo de investigación explora la influencia del trabajo colaborativo entre pares y la retroalimentación en el desarrollo de la identidad docente dentro de un marco AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras). Con base a métodos cualitativos, se examina cómo los profesores en activo y en formación participan en el diseño colaborativo de materiales y en prácticas reflexivas para mejorar su crecimiento profesional. Los resultados revelan que la colaboración fomenta la enseñanza reflexiva, fortalece la agencia del profesor, optimiza la planificación de las clases y la eficacia en el aula, lo que conduce a un progreso en los resultados de los estudiantes. Por otra parte, la retroalimentación desempeña un papel clave a la hora de ayudar a los profesores a identificar áreas por corregir y a perfeccionar sus estrategias, contribuyendo en una identidad profesional más sólida. Por último, mediante la colaboración entre pares, los profesores intercambian ideas y desarrollan enfoques adaptables a los diversos retos del aula. En resumen, el estudio subraya la importancia de los entornos colaborativos y de retroalimentación para configurar la identidad de los profesores, promover el desarrollo profesional y aumentar la calidad de la enseñanza en el contexto del AICLE y de la enseñanza de la lengua inglesa.application/pdfAtribución-NoComercial-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttp:/purl.org/coar/access_right/c_abf2/http://purl.org/coar/access_right/c_abf2IdentidadTrabajo colaborativoMaterialesRetroalimentaciónMetodología370.1175IdentityCollaborative workMaterialsFeedbackMethodologyTeaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identityla colaboración docente y la retroalimentación apoyadas por el AICLE como desarrollo a la identidad del profesor en formaciónLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAguilar Gavira, S., & Barroso Osuna, J. (2015). LA TRIANGULACIÓN DE DATOS COMO ESTRATEGIA EN INVESTIGACIÓN EDUCATIVA. Pixel-Bit. Revista de Medios y Educación, (47), 73-88.Alsup, J. (2018). Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability.Ávalos, B., (2011). El liderazgo docente en comunidades de práctica. EDUCAR, 47(2), 237-252.Ballet, K., Kelchtermans, G., & Loughran, J. (2006). Beyond intensification towards a schotarship of practice: analysing changes in teachers’ work lives. Teachers and Teaching, 12(2), 209–229. https://doi.org/10.1080/13450600500467415Banegas, D. L., & del Pozo Beamud, M. (2022). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal, 53(1), 151-164. https://doi.org/10.1177/0033688220930442Biava, M. L., & Segura, A. L. (2010). ¿ Por qué es importante saber el idioma inglés? Current News.Candela Rodriguez, B. F. (2023). Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes. Tecné, Episteme Y Didaxis: TED, (54), 339–354. https://doi.org/10.17227/ted.num54-16421Candela Rodriguez, B. F. (2023). Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes. Tecné, Episteme Y Didaxis: TED, (54), 339–354. https://doi.org/10.17227/ted.num54-16421Chevrier, J., Gohier, C., Anadón, M., & Godbout, S. (2007). Construction de l’identité professionnelle des futures enseignantes: Dispositifs de formation présents et souhaités selon les acteurs responsables de la formation des maîtres au préscolaire et au primaire. En C.Gohier (Ed.), Identités professionnelles d’acteurs de l’enseignement. Regards croisés (pp.137-168). Québec: Presses de l'Université du Québec.Czerniawski, G. (2011). Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England. European Journal of Teacher Education, 34(4), 431–447. https://doi.org/10.1080/02619768.2011.587114Dominguez, N. (2023). Reciprocal mentoring for students and staff in higher education. In ReciprocalGarten, T. R., Hudson, J. A., &amp; Gossen, H. A. (1994). Preparing Mentors of First‐Year Teachers:Handbook of Mentoring and Coaching in Education, 1-568.Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (1st ed.). Routledge. https://doi.org/10.4324/9780203887332Heerwagen, Judith & Kampschroer, Kevin & Powell, Kevin & Loftness, Vivian. (2004). Collaborative Knowledge Work Environments. Building Research and Information - BUILDING RES INFORM. 32. 510-528. 10.1080/09613210412331313025.Heerwagen, Judith & Kampschroer, Kevin & Powell, Kevin & Loftness, Vivian. (2004). Collaborative Knowledge Work Environments. Building Research and Information - BUILDING RES INFORM. 32. 510-528. 10.1080/09613210412331313025.Izadinia, Mahsa. (2012). A review of research on student teachers’ professional identity. British Educational Research Journal - BR EDUC RES J. 39. 1-20.10.1080/01411926.2012.679614.Jawad Golzar | Carol Fuller (Reviewing editor) (2020) Teacher identity formation through classroom practices in the post-method era: A systematic review, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1853304Jones, C. and Healing, G. (2010), Net generation students: agency and choice and the new technologies. Journal of Computer Assisted Learning, 26: 344-356. https://doi.org/10.1111/j.1365-2729.2010.00370.xJournal, 18(1), 43-60.Kelchtermans, Geert. (2006). Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. A review. Zeitschrift für Pädagogik, 52(2), 220-237.. Zeitschrift für Pädagogik. 52. 220-237.Köksal, Necla & Demirel, Özcan. (2008). The contributions of reflective thinking to pre-service teachers' teaching practice. Eğitim fakü̧ltesi dergisi. 189-203.Krichesky, G. J., & Murillo, F. J. (2018). LA COLABORACIÓN DOCENTE COMO FACTOR DE APRENDIZAJE Y PROMOTOR DE MEJORA. UN ESTUDIO DE CASOS. Educación XX1, 21(1), 135-155.López-Deflory, E., & Juan-Garau, M. (2017). Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands. European Journal of Applied Linguistics, 5, 30 - 5.Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE handbook of mentoring, 20, 316-334.Madison, D. S. (2005). Critical ethnography: Method, ethics, and performance. SAGE Publications, Inc., https://doi.org/10.4135/9781452233826Manrique Orozco, A. M. y Gallego Henao, A. M. (enero-junio, 2013). El material didáctico para la construcción de aprendizajes significativos. Revista Colombiana de Ciencias Sociales, 4(1), 101-108.mentoring (pp. 103-134). Routledge.Merriam, S.B. (1998) Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers, San FranciscoMontoya, S. 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