Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training

Alonso-Centeno, Almudena; Revilla, Jairo Ortiz; Greca, Ileana María; Cal, Esther Sanz de la

doi:10.1007/978-3-031-08697-7_10

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…The practice of interdisciplinarity, thus, requires handling theoretical concepts from different disciplines, their methodology and procedures, but fundamentally having the capacity for observation and reflection to understand the relationships and interconnections established between them (22).…”

Section: The Role Of Social Science In Integrative Modelsmentioning

confidence: 99%

Integrative models of Education for Citizenship (Handbook) - 2nd edition

Corbí Santamaría,

García Terceño,

Alonso Centeno

et al. 2024

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Developing active citizenship is essential for achieving social participation under principles such as mutual respect and non-violence, in accordance with human rights. Our society needs to educate individuals with decision-making abilities and critical thinking skills to address current issues. This second edition of the manual complements the first with some modifications to the mathematics chapter and includes a new chapter on the role of Physical Education in integrated models. In this way, the manual offers readers a more global perspective on what integrated education models are, advocating for directing efforts towards a more inclusive education concept and bringing education professionals closer to the concept of active citizenship and its application in the classroom. The experience of the first edition has shown us that this manual represents a magnificent starting point for developing innovative education alternatives with nuances of the competencies that our current society strongly demands.

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Section: The Role Of Social Science In Integrative Modelsmentioning

confidence: 99%

Integrative models of Education for Citizenship (Handbook) - 2nd edition

Corbí Santamaría,

García Terceño,

Alonso Centeno

et al. 2024

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“…Finally, for teachers at the last level of integration (i.e., the transdisciplinary profile) with advanced experience and practice of STEAM, it may be particularly fruitful to explore new ways of implementation (e.g., using different methodologies, varying student groupings, and integrating a wider range of disciplines). In all cases, it would be advisable for teachers to have the opportunity to learn how to develop and implement such projects in co-teaching, as they have been shown to have a positive influence on the development of integrated approaches [60]. In addition, knowing the profile of the teachers, we have developed a specific training for 15 ECTS during one semester at the University of Burgos (Spain).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain

2023

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STEAM education postulates integrated problem-solving-based learning of its disciplines. Although positive results are being reported, there are some difficulties with its implementation. The purpose of this research is to analyze the conceptions and attitudes of Early Childhood and Primary School teachers in Spain towards this educational approach, as well as to determine the initial relationship with their training and experience. A multiple case study with 11 teachers was conducted using a reflection protocol, a photo-elicitation, and a semi-structured interview. All teachers presented an integrated profile. Although they explicitly acknowledged cognitive, affective, and logistical obstacles, a positive relationship was detected between their level of training, experience in STEAM education, and conception of STEAM. Based on this evidence, some recommendations are proposed to optimize the conceptions of the STEAM approach and the usual practices of the teaching staff.

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“…El diseño se basó en el modelo SeLFiE 1 (Alonso-Centeno et al, 2022), que aúna los abordajes STEAM y AICLE. Este modelo propone la integración de disciplinas STEAM y el aprendizaje de una segunda lengua para contextos educativos bilingües, vinculando el contenido científico con el aprendizaje de una lengua extranjera.…”

Section: El Modelo Selfieunclassified

“…A raíz de la experiencia, se observa cómo una mayoría de alumnado avanza hasta conseguir una concepción multidisciplinar, es decir, una visión desde un nivel más elevado de concepción de la integración. Este resultado coincide con los obtenidos en el análisis cuantitativo (Alonso-Centeno et al, 2022) Los resultados individuales se ven reforzados por los obtenidos en la entrevista grupal, donde se detectaron niveles aún mayores de integración, mayoritariamente multidisciplinar e interdisciplinar. Este hallazgo apoya la idea de que la formación del profesorado a través de enfoques integrados no solo puede presentar beneficios individuales sino también a nivel colectivo (Nieto-Miguel et al, en prensa).…”

Section: Grupo Estudianteunclassified

“…En la primera implementación, aunque había un dialogo continuo, la planificación previa no fue tan completa como en la segunda, y las codocentes fueron solucionando cuestiones "sobre la marcha" generando, en algunas ocasiones, mensajes contradictorios al alumnado que, aunque luego se corregían, dejaban su marca. Consideramos que este tipo de problemas fueron la principal causa de la diferencia entre los resultados obtenidos en las dos implementaciones: los resultados de la comprensión de la integración por parte del alumnado en 2020-2021, aunque positivos, no lo fueron tanto como en el curso posterior (Alonso-Centeno et al, 2022, cuya evaluación ha sido objeto de este estudio.…”

Section: Grupo Estudianteunclassified

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La codocencia para la formación docente en educación integrada: una experiencia con STEAM y AICLE

Greca,

Ortiz Revilla,

Alonso-Centeno

et al. 2023

Apice Rev Educ Cient

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La realidad en la que vivimos y los problemas que actualmente se nos presentan requieren de una visión educativa competencial holística y no compartimentada. La implementación efectiva de enfoques educativos integrados pasa obligatoriamente por su comprensión por los docentes. El objetivo de este estudio es conocer si es viable mejorar la conceptualización de la integración disciplinar de estudiantes del Grado en Maestro de Educación Primaria con la implementación de una propuesta de codocencia entre dos disciplinas y tres áreas (Didáctica de las Ciencias Experimentales, de las Ciencias Sociales y de la Lengua y Literatura) donde se solicita al alumnado el diseño de un proyecto con enfoque STEAM y AICLE. Para ello, realizamos un estudio de métodos mixtos en los últimos dos cursos académicos en los que el alumnado desarrolló proyectos con enfoque STEAM y AICLE. En este artículo presentamos lo correspondiente a la parte cualitativa del último curso. Los resultados muestran una notable mejoría en esta comprensión después del desarrollo de la acción corta de codocencia. Este trabajo demuestra la superación de los argumentos sobre la supuesta incapacidad de los futuros maestros para formarse en enfoques integrados y abre una línea de investigación promisoria para el avance de la educación integrada.

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Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training

Cited by 6 publications

References 16 publications

Integrative models of Education for Citizenship (Handbook) - 2nd edition

Integrative models of Education for Citizenship (Handbook) - 2nd edition

Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain

La codocencia para la formación docente en educación integrada: una experiencia con STEAM y AICLE

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