Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

Within the bilingual education context, the role of professional identity, widely studied across several areas of educational research, is scarcely explored in Content and Language Integrated Learning (CLIL). According to the literature, few studies address the analysis of the pre-service teachers’ professional identity in CLIL. Understanding the role of professional identity is vital for teachers’ professional development and even to adapt training programmes for CLIL teacher education. Thus, this study presents the design of a questionnaire aiming at analysing the professional identity of pre-service teachers in CLIL. The questionnaire was validated through a panel of experts and applied to 73 pre-service language teachers of primary education. Results demonstrated a valid and reliable instrument. Differences in tests administered to participants were statistically significant. Hence, the designed instrument serves as a starting point to evaluate the pre-service teachers’ professional identity. Dentro del contexto bilingüe, el rol de la identidad profesional, ampliamente estudiada desde varias áreas de la investigación educativa, es escasamente explorada en el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). De acuerdo con la literatura, pocos estudios abordan el análisis de la identidad profesional de docentes en formación en AICLE. Entender el rol de la identidad profesional es vital para el desarrollo profesional de los docentes e incluso para adaptar programas de formación docente para AICLE. Por lo tanto, este estudio presenta el diseño de un cuestionario para analizar la identidad profesional de los docentes en formación en AICLE. El cuestionario se validó mediante un panel de expertos y se administró a 73 docentes de lengua en formación de educación primaria. Los resultados demostraron un instrumento válido y fiable. Las diferencias entre los tests administrados a los participantes fueron estadísticamente significativas. Así, el instrumento sirve como punto de partida para evaluar la identidad profesional de docentes en formación.

El artículo presenta un estudio sobre la actitud del alumnado hacia la investigación en educación en estudios de grado. La actitud del alumnado frente a la investigación en educación es fundamental en el desarrollo académico y la práctica profesional. Para estudiar la actitud del alumnado se opta por la adaptación de un cuestionario que integra una escala de actitudes hacia la investigación (Papanastasiou, 2005). La adaptación es validada en el presente estudio por expertos en investigación educativa (escala Attitude Towards Research-Education, ATR-ED). Se realiza un diseño cuasiexperimental pretest-postest con una muestra de 26 estudiantes de estudios universitarios de grado. El ATR-ED se aplica al inicio y al final del semestre en una asignatura de Tecnologías de la Información y Comunicación (TIC) de grado. El programa de la asignatura incluye el trabajo con artículos y vídeos de investigación científica con el fin de fomentar el conocimiento del alumnado hacia la investigación en educación y mejorar su actitud. El análisis y la comparativa de los datos obtenidos tras las aplicaciones del ATR-ED presentan una mejora de la actitud del alumnado. Igualmente se deduce que los recursos audiovisuales proporcionados en la asignatura, junto a la metodología empleada, han provocado un efecto positivo en la actitud.

The use of video as an aid technique can help pre-service teachers to observe their teaching practice as well as to foster discussion among colleagues (though studies focusing on video within a CLIL context can scarcely be found in the literature). Nevertheless, the way pre-service teachers build their professional identity and whether or not they feel ‘as a CLIL teacher’ remains unclear. This aspect could be important for teachers not only in order to build their identity as CLIL teachers, but also to improve their teaching practice if it is used as feedback to improve classroom techniques. Therefore, video could stand as a professional tool to reflect on teaching practice as well as on the building of their professional identity as CLIL teachers. In sum, video is presented as a potential powerful tool to enhance CLIL teaching practice by means of the observation and reflection about teachers’ lectures. In addition, video can assist on the analysis of CLIL teaching in order to improve the praxis of this approach.