Developing reflective primary teachers: talking science and speaking English as an additional language

Autores

  • Gloria Jové Monclus Universidad de Lleida
  • Charly Ryan University of Winchester
  • Esther Betrián Villas Universidad de Lleida

DOI:

https://doi.org/10.20396/etd.v17i2.8638895

Palavras-chave:

Talking science. Speaking english. Initial education of teachers. Experience. Transdisciplinarity. Reflective practice. Otherness.

Resumo

In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.

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Biografia do Autor

Gloria Jové Monclus, Universidad de Lleida

Departamento de Pedagogía y Psicología da Universidad de Lleida

Charly Ryan, University of Winchester

Faculty of Education, Health and Social Care da University of Winchester 

Esther Betrián Villas, Universidad de Lleida

Departamento de Pedagogía y Psicología da Universidad de Lleida.

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Publicado

2015-08-31

Como Citar

Monclus, G. J., Ryan, C., & Villas, E. B. (2015). Developing reflective primary teachers: talking science and speaking English as an additional language. ETD - Educação Temática Digital, 17(2), 328–340. https://doi.org/10.20396/etd.v17i2.8638895