Publication: Los principios metodológicos AICLE (aprendizaje integrado de contenido y lengua) en las programaciones docentes del Programa Bilingüe de la Comunidad de Madrid: un estudio empírico
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2019-05-29
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Universidad Complutense de Madrid
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Abstract
El Programa Bilingüe de la Comunidad de Madrid ha supuesto desde su implantación en el curso 2004-2005 un reto personal y profesional para los docentes responsables de su desarrollo en las aulas. A pesar de los buenos resultados académicos cosechados, este Programa, que está basado en el aprendizaje integrado de contenido y lengua (AICLE), requiere un impulso que permita garantizar su calidad y sostenibilidad a largo plazo, mediante la mejora del impacto que los planes de formación tienen sobre el profesorado que imparte AICLE en el Programa.El objetivo de esta tesis doctoral es analizar el impacto de estos planes, sobre la calidad de los estilos de programación AICLE que realizan los docentes del Programa, para identificar las necesidades reales de formación, porque la programación docente es un factor determinante de la calidad de los procesos de enseñanza y aprendizaje que se desarrollan en el aula (Marsh, 2012). Para ello, se ha realizado un estudio de tipo ex-post-facto correlacional, que ha medido el grado de relación entre las variaciones en “los niveles de integración de los principios metodológicos AICLE en el estilo de programación”, recogido mediante un cuestionario creado ad hoc, con relación a las tres variables independientes principales: los “modelos de habilitación”, el “tipo de formación posterior a la habilitación” y el “nivel de inglés”...
The Bilingual Program of the Community of Madrid has been a personal and professional challenge for the teachers responsible for its development in the classrooms since its implementation in 2004-2005. In spite of the good academic results, this Programme, which is based on content and language integrated learning (CLIL), requires an impulse to guarantee its quality and long-term sustainability by improving the impact that training actions have on the teaching staff who is planning CLIL lessons in the Program.The objective is to analyse the impact that these training actions have on the quality of CLIL teacher’s lesson plans, in order to identify their actual training needs, because teachers’ programming is a key factor involved in the quality of the teaching and learning processes that take place in the classroom (Marsh et al., 2012). To this end, an ex-post-facto correlation study has been carried out, which has measured the degree of relationship that exists in the variations in "the levels of integration of the CLIL methodological principles in the programming style", collected through a questionnaire created ad hoc, in relation to the three main independent variables: the "qualifying models", the "type of post-qualification training" and the "English level" of CLIL teachers...
The Bilingual Program of the Community of Madrid has been a personal and professional challenge for the teachers responsible for its development in the classrooms since its implementation in 2004-2005. In spite of the good academic results, this Programme, which is based on content and language integrated learning (CLIL), requires an impulse to guarantee its quality and long-term sustainability by improving the impact that training actions have on the teaching staff who is planning CLIL lessons in the Program.The objective is to analyse the impact that these training actions have on the quality of CLIL teacher’s lesson plans, in order to identify their actual training needs, because teachers’ programming is a key factor involved in the quality of the teaching and learning processes that take place in the classroom (Marsh et al., 2012). To this end, an ex-post-facto correlation study has been carried out, which has measured the degree of relationship that exists in the variations in "the levels of integration of the CLIL methodological principles in the programming style", collected through a questionnaire created ad hoc, in relation to the three main independent variables: the "qualifying models", the "type of post-qualification training" and the "English level" of CLIL teachers...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Investigación y Psicología en Educación, leída el 23-11-2018