In this paper we take into consideration the use of microteaching, a teacher training technique which is experimented in the specialised course in Teaching non-linguistic disciplines according to the CLIL methodology and in the online specialised course in Teaching Italian language as a foreign language at Università Cattolica. After an introduction on the origin and the characteristics of the microteaching method, we describe the various activities implemented in the training of language teachers at Università Cattolica, which involved microteaching as an efficient methodology for developing teaching skills. Then, we present the results of an empirical research, which was conducted in order to collect data on teachers’ perceptions about the use of microteaching in teacher training. The objective was to verify the perception of the effectiveness of microteaching and its potentialities in the context of language teaching and CLIL teaching training.

Gilardoni, S., La pratica del microteaching nella formazione glottodidattica per il CLIL e l’italiano L2: il punto di vista dei docenti, in Gatti M.C, G. M., Gilardoni S, G. S. (ed.), Dalla glottodidattica alla formazione dei docenti. Dall’Università alla Scuola. In memoria di Cristina Bosisio, Officinaventuno, Milano 2021: <<STUDI AITLA>>, 75- 89 [http://hdl.handle.net/10807/205296]

La pratica del microteaching nella formazione glottodidattica per il CLIL e l’italiano L2: il punto di vista dei docenti

Gilardoni, Silvia
2021

Abstract

In this paper we take into consideration the use of microteaching, a teacher training technique which is experimented in the specialised course in Teaching non-linguistic disciplines according to the CLIL methodology and in the online specialised course in Teaching Italian language as a foreign language at Università Cattolica. After an introduction on the origin and the characteristics of the microteaching method, we describe the various activities implemented in the training of language teachers at Università Cattolica, which involved microteaching as an efficient methodology for developing teaching skills. Then, we present the results of an empirical research, which was conducted in order to collect data on teachers’ perceptions about the use of microteaching in teacher training. The objective was to verify the perception of the effectiveness of microteaching and its potentialities in the context of language teaching and CLIL teaching training.
Italiano
Dalla glottodidattica alla formazione dei docenti. Dall’Università alla Scuola. In memoria di Cristina Bosisio
978-88-97657-43-9
Officinaventuno
Gilardoni, S., La pratica del microteaching nella formazione glottodidattica per il CLIL e l’italiano L2: il punto di vista dei docenti, in Gatti M.C, G. M., Gilardoni S, G. S. (ed.), Dalla glottodidattica alla formazione dei docenti. Dall’Università alla Scuola. In memoria di Cristina Bosisio, Officinaventuno, Milano 2021: <<STUDI AITLA>>, 75- 89 [http://hdl.handle.net/10807/205296]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/205296
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