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

Oksana Polyakova; Beatriz  Pastor García

doi:10.17323/jle.2021.11678

Оксана Полякова Политехнический университет Валенсии https://orcid.org/0000-0003-0575-2386
Беатрис Пастор Гарсия Политехнический университет Валенсии https://orcid.org/0000-0002-6566-6060

DOI: https://doi.org/10.17323/jle.2021.11678

Ключевые слова: посредничество, онлайн-обучение, обучение преподавателей, предметно-языковое интегрированное обучение (CLIL), моделирование обучения, Covid-19

Аннотация

В этой статье представлены результаты пилотного исследования, в котором изучалась взаимосвязь между посредничеством и учебными ситуациями, смоделированными во время последипломного курса в формате предметно-языкового интегрированного обучения (CLIL). Спорным фактором эксперимента стал общий карантин, который был введен в Испании с весны по лето 2020 года. Эти смягчающие обстоятельства вынудили преподавателей внедрить инновации посредством превращения традиционной аудиторной практики в онлайн-обучение. В тренинге по английскому языку для учителей-предметников приняли участие сорок два человека. Этот пилотный проект проводился в Католическом университете Валенсии. Результаты пилотного исследования показали осуществимость адаптации учебного плана путем предоставления (1) планирования моделирования обучения CLIL, (2) оценочного листа моделирования обучения и (3) ответов на вопросник. Все эти факторы тесно связаны с посредничеством и онлайн-образованием. Анализ данных, собранных по результатам исследования, показал положительный эффект от используемой методологии. Таким образом, первоначальные результаты предполагают возможность такого обновления учебной программы. Мы рекомендуем развивать связь между посредничеством, онлайн-обучением и возможностями подготовки учителей CLIL, применяя опыт, полученный в аутентичной школьной среде.

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