¿Influye el análisis de vídeo en la posición de los maestros en formación en contextos AICLE?

Abstract

Positioning theory helps to understand pre-service teachers’ performance and their professional identity. In the Content and Language Integrated Learning (CLIL) approach, studying teachers’ praxis from the positioning theory is relevant as integrating language and content is problematic for both in-service and pre-service teachers. Moreover, positioning theory could help teachers understand their teaching position. Video technology, as a valuable tool for teacher training, facilitates teachers’ analysis of their own teaching praxis and more importantly, it can help develop teaching awareness. However, scarce literature is found on how video-analysis from the positioning theory may benefit teachers in CLIL contexts. The objective of this paper is to analyse the influence of self video-analysis on pre-service teachers’ positions within CLIL settings. To conduct this research, pre-service teachers recorded and analysed a simulated CLIL lesson. Interviews were designed and administered to know the influence of video on participating teachers’ positions. Video supported pre-service teachers noticing their praxis and the meaning of CLIL while operating changes on their positions. Knowing the evolution of pre-service teachers’ positioning may contribute to, on the one hand, understanding professional identity and, on the other hand, to implement video-technology actions in pre-service programmes to support pre-service teachers’ noticing.