La planificación temporal y la evaluación en la formación online de docentes en el aprendizaje integrado de contenido y lengua / Time planning and evaluation in online pre-service teacher training in CLIL
DOI:
https://doi.org/10.17398/1988-8430.30.111Palabras clave:
aprendizaje integrado de contenido y lengua; formación profesorado; asignatura online; planificación temporal; evaluaciónResumen
Los objetivos de este análisis son, en primer lugar, identificar las pautas para realizar una adecuada planificación temporal de las asignaturas online diseñadas para la formación de profesorado para impartir clases con el método de aprendizaje integrado de contenido y lengua (AICLE), en segundo lugar, proponer la evaluación adecuada para poder medir los conocimientos adquiridos y, finalmente, presentar los aspectos metodológicos que ayuden a los docentes en el diseño de asignaturas online. Para cumplir estos objetivos, se identificaron los pasos que se proponen en las distintas asignaturas del título de Experto Universitario con Competencia Profesional para la Enseñanza en Valenciano que se ha impartido en la Universitat Politècnica de València en los cursos 2016-17 y 2017-18 a un total de 1.200 alumnos. A continuación, se detectaron y analizaron las pautas de la planificación temporal que realizan los docentes de las distintas asignaturas del título propio, así como los distintos tipos de la evaluación realizada. A partir de este análisis, se comparó la planificación temporal y la evaluación con las notas de los alumnos obtenidas en estas asignaturas, así como con las encuestas de satisfacción de las asignaturas online. Una vez extraídos los resultados, los datos se comentaron, estableciendo recomendaciones a seguir y finalmente se contestaron los objetivos en las conclusiones.
Abstract
The objectives of this analysis are, in the first place, to show the steps to design an adequate time planning of the online subjects designed to train teachers in Content and Language Integrated Learning (CLIL). In the second place, to propose the specific kind of evaluation that allows us to assess the knowledge acquired by online students and, finally, to propose the criteria that may follow lecturers in the time planning design and evaluation of online subjects. In order to attain these objectives, we identified the steps that are proposed in the different subjects of the diploma University Expert with Professional Competence for Teaching in Valencian that was taught at Universitat Politècnica de València during the academic years 2016-17 and 2017-18 to a total of 1,000 students. Then, we analysed and spotted the different parts of the time planning designed by the teachers of the subjects taught in the diploma and the different types of evaluation proposed. From this analysis, the time planning and evaluation were compared with the marks obtained in the subjects as well as the subjects’ questionnaires to know the efficacy of the time planning and evaluation carried out in the online subjects.
Keywords: Content and Language Integrated Learning; Teacher Training; Online Subject; Time Planning; Evaluation.
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