From On-site to Online Class: The Role of Mediation in Online Teaching Simulation

Keywords: mediation, online teaching training, teacher training, CLIL, teaching simulation, Covid-19

Abstract

This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school setting.

 

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Published
2021-12-14
How to Cite
Polyakova, O., & Pastor García, B. (2021). From On-site to Online Class: The Role of Mediation in Online Teaching Simulation. Journal of Language and Education, 7(4), 172-182. https://doi.org/10.17323/jle.2021.11678