Project-Based Learning and EFL in cross-curricular lessons : teachers’ perceptions regarding implementation and challenges
No hay miniatura disponible
Archivos
Fecha
2023
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Project Based Learning (PBL) has been enhanced in education over the last decades. Including
STEM (Science, Technology, Engineering, and Mathematics) among other cross-curricular
lessons, PBL is being promoted as a way of learning by doing, something which is not new to
educators. Nevertheless, when it comes to PBL in cross-curricular lessons in which English as
a Foreign Language (EFL) is involved, it is a fairly unexplored field. The present exploratory
study focuses on the perceptions that EFL and non-EFL teachers have regarding the
implementation, challenges, and improvements of cross-curricular PBL lessons involving the
English language in a non-bilingual school. Data was obtained by means of two qualitative
research instruments: narrative frames, which were responded by 18 participants, and semi structured interviews with a selection of 8 of the previous 18 participants. The results of the
study revealed that teachers understand PBL as a methodology that enriches the learning
process as well as motivates their teaching practices. They also see some limitations when it
comes to EFL in cross-curricular PBL lessons, but most importantly, they suggest that teachers
need time to reflect on their pedagogical practices
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Los apéndices se encuentran en versión español e inglés.
Los apéndices se encuentran en versión español e inglés.
Palabras clave
Inglés, Metodología, Aprendizaje Basado en Proyectos, Profesores de Inglés, Actitudes, Investigaciones