Teacher Education through DramaCLIL Practice in the Spanish Context

  1. Muszyńska, Agata 1
  2. Urpí, Carmen 1
  3. Gałązka, Alicja 2
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  2. 2 University of Silesia
    info

    University of Silesia

    Katowice, Polonia

    ROR https://ror.org/0104rcc94

Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Año de publicación: 2017

Número: 32

Páginas: 179-195

Tipo: Artículo

DOI: 10.15581/004.32.179-195 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ESE: Estudios sobre educación.

Resumen

The paper is inspired by the increasing educational development of bilingualism and CLIL in Spain and the need to explore new teaching methodologies in initial teacher education in this field. On the basis of other European countries’ experience, above all the United Kingdom and Poland, an academic course on drama was designed for Education students taking a degree in Early Childhood, Primary Education and/ or Pedagogy. This consisted of teaching drama theory and practice, providing support with class design, and observing the application during the qualifying phase in educational institutions. As a result, on the one hand, many common characteristics of CLIL and drama were observed. On the other hand, the practice-focused phase proved that drama can stimulate the development of many skills and attitudes pursued in CLIL methodology. We observed that drama, as a form of experiential learning, strengthens the process-focused approach, going beyond the mere instrumental use of theatre techniques. The research results provide guidelines for future teachers about how to fulfil both process- and product-centred educational objectives by means of drama, critical and creative thinking, through the exercise of freedom, enhancing students’ participation in a shared learning experience.

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Información de financiación

The following research, its design and the implementation, was made possible as a result of an academic scholarship granted by the Asociación de Amigos de la Universidad de Navarra to Agata

Financiadores

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