Effects of co-teaching on clil teacher trainees’ collaborative competence

Abstract

The effective implementation of Content and Language Integrated Learning (CLIL) requires teamwork among teachers in order to coordinate teaching. This study aims to determine whether learning through co-teaching significantly affects teacher trainees’ collaborative competence in three dimensions: knowledge about the foundations of co-teaching, the quality of their learning experience, and the transferability of this teaching strategy in their academic performance and future teaching practice. An ad hoc questionnaire was created and administered to 50 Education degree students before and after taking a co-taught CLIL course. Results show that learning through co-teaching did not have an effect on students’ general collaborative competence (paired samples). However, statistically significant differences were found in their learning experience. Similar results were found when comparing the sample with a control group (N=35) (independent samples), resulting in statistically significant differences in favour of the experimental group. Finally, differences in all the three dimensions studied were found in favour of those participants who perceive a greater need for training in collaborative competence. In conclusion, taking the co-taught CLIL course has not influenced on dimensions one and three, but it has led to a more effective learning experience perceived by students. The authors suggest that modelling a collaborative teaching relationship should be accompanied by explicit analysis of the theoretical foundations of co-teaching and the analysis of the influence of variables such as academic ability or language proficiency in order to ensure that the benefits reach all students in the classroom.

Building Pedagogical Partnership Competence Among Primary School Teachers

“…The issue of the effectiveness of ensuring the availability and transparency of information on students' performance and the results of educational activities was considered in the works of Demenska (2022) and Custodio-Espinar et al (2022). Besides, it was found that the interaction between teachers and parents had a positive effect on students' development, in particular, on their social adaptation and self-esteem.…”

https://files.griddo.comillas.edu/apl-comillas.pdf?

“…Cuando dos profesores codirigen un Trabajo de Fin de Grado (TFG), se requiere una gran inversión en tiempo para asegurar un acompañamiento cercano, coherente y eficiente del alumno en su proceso de aprendizaje. No obstante, si la codirección se diseña siguiendo las buenas prácticas de la codocencia (Cook & Friend, 1995;Custodio Espinar et al, 2022;Dove & Honigsfeld, 2010;Strotmann & Custodio Espinar, 2021), ofrece grandes ventajas al estudiante y también al profesor participante. Esta buena práctica se basa en la experiencia de tres profesoras de los campos de la Comunicación, la Psicología y la Filología, respectivamente, que han codirigido dos TFGs en las áreas de la Comunicación y la Traducción.…”

“…When two professors jointly supervise a bachelor thesis (TFG), a large investment in time is required to ensure a coherent and efficient accompaniment of students in their learning process. However, if joint supervision is designed following the good practices outlined in co-teaching research (Cook & Friend, 1995;Custodio Espinar et al, 2022;Dove & Honigsfeld, 2010;Strotmann & Custodio Espinar, 2021), it offers great advantages to the student and also to the participating professor. This paper is based on the experience of three professors from the fields of Communication, Psychology and Philology, respectively, who have co-supervised two TFGs in the areas of Communication and Translation.…”

“…Conforme a la literatura (Bacharach et al, 2008;Cook & Friend, 1995;Dove & Honigsfeld, 2010;Graziano & Navarrete, 2012;Murphy & Martin, 2015), y a los resultados de los proyectos mencionados anteriormente (Buckingham, Custodio Espinar & López Hernández, 2021;Buckingham, López Hernández & Strotmann, 2021;Custodio Espinar et al, 2022;Peral Santamaría & Strotmann, 2019;Strotmann & Custodio Espinar, 2021) se perciben una serie de beneficios para los estudiantes, como por ejemplo mayor atención a la diversidad, mayor variedad en la metodología, enseñanza/tutorización más personalizada, andamiaje del aprendizaje, mejor participación y diálogo cogenerativo, y, finalmente, fomento de la competencia colaborativa y las habilidades comunicativas. Para el profesor, la codocencia también fomenta la competencia colaborativa y las habilidades comunicativas y mejora la calidad de la enseñanza/tutorización.…”