Use of Electronic Resources in Content and Language Integrated Learning (CLIL): Pre-Service Teachers' Perspective
Abstrakt
The paper presents a qualitative research study conducted with pre-service teachers of mathematics. The study is based on questionnaires given to future teachers of mathematics who enrolled in the course of teaching mathematics through CLIL (Content and Language Integrated Learning) i.e. teaching mathematics in English to non-native speakers) and joint reflection with all students as a group.
The aim of the study is to find out what online and electronic materials future CLIL teachers find useful, how they propose they should be used and modified for the needs of CLIL classrooms. The items in the questionnaire and the joint reflection focused on the selection of online resources, the students' vision of their modification for the specific environment of CLIL lessons, on the differences and commonalities when planning a CLIL lesson with and without e-learning support.
In the paper, the authors analyse the students' answers and comments and also suggest how to work with pre-service teachers to make them more sensitive to the selection of online materials.