Apprentissage intégré de contenu et des langues : connaissances et perceptions des enseignants avant et après la mise en œuvre d’un programme de développement professionnel
DOI :
https://doi.org/10.17533/udea.ikala.v25n02a03Mots-clés :
EMILE, enseignement d’une matière intégrée à une langue étrangère, éducation d’enseignants, développement professionnel, perceptions des enseignants, attitudes, éducation bilingueRésumé
La présente étude combinée a examiné les perceptions et les connaissances sur l'enseignement d’une matière intégré à une langue étrangère (EMILE) et l'éducation bilingue sur la base de l'analyse des données collectées par le biais d'enquêtes, de questionnaires et d'entretiens semi-structurés de 26 professeurs de langues à travers le contenu de la ville de Valledupar, Colombie, avant et après avoir participé à un programme de formation virtuel. Les résultats ont révélé que le travail d'équipe et le soutien administratif sont des facteurs cruciaux pour réussir la mise en œuvre d'un programme EMILE. Mais les résultats indiquent également que les enseignants en savent très peu sur la méthode EMILE, bien qu'ils affirment l'avoir utilisée dans leurs établissements pendant 3 à 4 ans avant l'étude, ce qui indique que la formation des enseignants en exercice n'avait pas fourni la compréhension nécessaire de l' EMILE et de l'éducation bilingue dans ce contexte. Les perceptions des enseignants à l'égard de l' EMILE et du bilinguisme étaient plus positives après la formation, et ils ont déclaré qu'ils comprenaient les similitudes et les différences entre les deux concepts. Par conséquent, il est nécessaire de dispenser une formation plus spécialisée (conception, planification, communication et évaluation du matériel) afin de mieux préparer les enseignants en exercice aux environnements d'apprentissage bilingues et multilingues, qui à leur tour fourniraient aux enseignants les outils dont ils ont besoin pour offrir plus efficacement des solutions orientées EMILE.
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