Biodata

Magdalena Custodio Espinar holds a PhD in Education from the University Complutense of Madrid (UCM), a minor with honours and a mayor in Primary Education from Camilo José Cela University (UCJC), a Master in Management and Management of educational centers by UNIR and a Master in Teaching Spanish as a Foreign Language from UCJC. He taught in Primary Education for almost 20 years, participating in the CAM Bilingual Schools Program as a career teacher and as technical teaching. Currently, she is a lecturer at the Faculty of Education of Pontificia Comillas University and research on CLIL syllabuses, teacher training, CLIL, FLT, ELT and ICT. Since 2008, she has worked as an author and consultant with the Pearson Publishing House, where she has published materials for EFL (English as a Foreign Language), textbooks to learn English in primary school and CLIL 3.0 (online course of CLIL methodology).

Twice the teachers, twice the benefits? Helping CLIL Trainee Teachers Develop Collaborative Competence Through Co-Teaching

In bilingual education teamwork is necessary for teachers in order to coordinate with the different agents at school. Thus, collaborative competence is an important competence for CLIL teachers (Bertaux et al., 2010, Pérez Cañado, 2017). Research suggests that exposing trainee teachers to co-teaching experiences may help reduce the theory-practice gap, to improve reflective practice in the classroom, and to further develop teachers’ pedagogical content knowledge (Murphy & Martin, 2015). This presentation describes an experience of collaborative teaching developed in a CLIL course at Universidad Pontificia Comillas. We will reflect on the rationale, the main teacher roles, the coordination challenges, and the initial assessment of the experience.