El binomio STEM-CLIL: Estudio piloto sobre la transversalidad metodológica en la formación inicial de docentes para la educación bilingüe

Olga Martín Carrasquilla; Magdalena Custodio-Espinar

doi:10.58265/pulso.6556

Authors

Olga Martín Carrasquilla Universidad Pontificia Comillas https://orcid.org/0000-0002-0220-5742
Magdalena Custodio-Espinar Universidad Pontificia Comillas https://orcid.org/0000-0001-5314-1606

DOI:

https://doi.org/10.58265/pulso.6556

Keywords:

Initial teacher training, STEM, CLIL, lesson planning, higher education

Abstract

STEM/STEAM education (Science, Technology,
Engineering and Mathematics and Science, Technology, Engineering, Arts and Mathematics, respectively) and the CLIL (Content and Language Integrated Learning) approach share methodological principles for the development of transversal competences in the 21st century. This Educational Innovation Project proposes a model of teaching and learning in higher education from a perspective of cooperation between disciplines and teachers. The general objective is for students to improve their skills to design CLIL lessons through transversal learning of the methodological principles involved in STEM/STEAM teaching/learning in the Primary Education stage. To this end, a pretest-posttest pilot study is proposed that analyzes the impact of three training models on the competence to design CLIL lessons in a sample of 64 students of the Bachelor’s Degree in Education. Likewise, the impact of these three models on that competence is compared in the sample (one-way ANOVA). From the results, it is concluded that transversal training in STEM methodological principles has a positive impact on the competence to plan CLIL lessons.

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Author Biographies

Olga Martín Carrasquilla, Universidad Pontificia Comillas

Doctorate in Education and Degree in Biological Sciences. Professor in the Degrees in Education and Spanish CAFYDE and in the Master's Degree in Secondary Teacher Training at Comillas Pontifical University. Coordinator of the Spanish STEM group in the Faculty of Human and Social Sciences at Comillas University and collaborator in the chair for the promotion of Women in Spanish STEM vocations in Vocational Training for Sustainable Mobility at Comillas Pontifical University.

Author and editor of school publications for Primary, Secondary and Baccalaureate at Edelvives and Oxford University Press.

Her main areas of research revolve around teacher training in Spanish STEM Education and Service Learning.

Magdalena Custodio-Espinar, Universidad Pontificia Comillas

Doctorate in Education from the Complutense University of Madrid, Extraordinary Doctorate Award in 2019. She graduated with honours from the same university and completed postgraduate studies in Management and Direction of Educational Centres at the International University of La Rioja (Spanish UNIR), and in Teaching Spanish as a Second Language at the Camilo José Cela University, Spain. She has given numerous training courses to student and in-service teachers and has published extensively on bilingual education, CLIL and co-teaching in indexed scientific journals and renowned publishers. She has also carried out research stays at prestigious universities, such as the University of Granada, the University of Castilla La Mancha and Yokohama City University, Japan, where she is an honorary member of the Japan CLIL Pedagogy Association (J-CLIL). She is currently a lecturer and researcher in the Faculty of Human and Social Sciences at Comillas Pontifical University. Her research interests include teacher education, syllabus development, CLIL, FLT, ELT, EMI and co-teaching.

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