Studying the professional identity of pre-service teachers of primary education in CLIL: Design and validation of a questionnaire

Cristina Díaz‑Martín, Maria-Elena Gomez-Parra, Dara Tafazoli

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
12 Downloads (Pure)

Abstract

Within the bilingual education context, the role of professional identity, widely studied across several areas of educational research, is scarcely explored in Content and Language Integrated Learning (CLIL). According to the literature, few studies address the analysis of the pre-service teachers’ professional identity in CLIL. Understanding the role of professional identity is vital for teachers’ professional development and even to adapt training programmes for CLIL teacher education. Thus, this study presents the design of a questionnaire aiming at analysing the professional identity of pre-service teachers in CLIL. The questionnaire was validated through a panel of experts and applied to 73 pre-service language teachers of primary education. Results demonstrated a valid and reliable instrument. Differences in tests administered to participants were statistically significant. Hence, the designed instrument serves as a starting point to evaluate the pre-service teachers’ professional identity.

Original languageEnglish
Pages (from-to)329-340
Number of pages12
JournalAula Abierta
Volume51
Issue number4
DOIs
Publication statusPublished - 22 Dec 2022
Externally publishedYes

Keywords

  • Content and Language Integrated Learning
  • Pre-service language teachers
  • Primary education
  • Professional identity
  • questionnaire

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