A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Abstract

The novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.

Pre-service English teachers’ reflective practice via online journaling during school-based teaching internship program at the time of Covid-19 pandemic

“…The above-mentioned is aligned with Kim's (2020) which attested to the need for pre-service teachers, to a certain degree, to vary and personalize their class activity which demanded them to juggle more tasks. It is quite the reverse of Pappa's (2021) finding in which on a more personal level influence, "the online practicum met participants' expectations and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they receive. "…”

Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English

“…Conversely, the most common positive experiences were satisfaction and empowerment, resulting from teachers' and students' involvement, learners' progress, and the feeling of being qualified to teach CLIL or from exercising their profession. In a later study, Pappa (2021) asserts that positive and negative emotions have developmental potential, as both experiences can make the pedagogical identity more receptive to change, methodological innovation, or professional development. Breeze and Azparren Legarre (2021), in a study with in-service training teachers, highlight how, in the case of CLIL teachers, their professional identity is threatened as they lose a clear idea of what kind of teachers they are-language or content teacherswhich gives rise to negative emotions.…”

Education in crises times: Lessons from an online practicum from the experiences of preservice early childhood teachers

“…According to Kim (2020), the nature of the EC educational program-with its insufficient focus on learning technology-and the nature of the practicum have affected the efficacy of EC teachers in utilizing technology actively, thus causing feelings of fear and uncertainty. It was found to be a factor that impacted the effectiveness of online practicums and learning (Kim, 2020;Murray-Harvey, 2001;Pappa, 2021).…”