Bilingual Degree Teachers’ Beliefs: A Case Study in a Tertiary Setting

Matthew  Johnson

doi:10.58265/pulso.5046

Autores/as

Matthew Johnson Escuela Universitaria Cardenal Cisneros

DOI:

https://doi.org/10.58265/pulso.5046

Palabras clave:

AICLE, Educación Bilingüe, Creencias del Profesorado, Formación del Profesorado

Resumen

El aprendizaje integrado de contenidos y lengua extranjera (AICLE) es cada vez más importante en España ya que las universidades empiezan a aplicar los grados de itinerario bilingüe en respuesta a los desafíos de un mundo cada vez más globalizado. Actualmente, la investigación sobre las creencias de los profesores en el campo de la educación bilingüe a nivel universitario es escasa y una comprensión más completa de estas creencias puede contribuir al éxito de los programas universitarios de AICLE. Este estudio de casos examina cómo se desarrollaron las creencias de cinco profesores universitarios involucrados en un proyecto bilingüe en el transcurso de un programa de formación de profesorado centrado en AICLE.

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Citas

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