Flourishing or floundering? Factors contributing to CLIL primary teachers’ wellbeing in Austria
Autor/a
Gruber, Marie-Theres
Lämmerer, Anita
Hofstadler, Nicole
Mercer, Sarah
Fecha de publicación
2020ISSN
2604-5893
Resumen
CLIL approaches to teaching are part of the general increase in plurilingual approaches to education. Recent work on CLIL in primary education has shown how demanding this can be for teachers. To better understand the nature of these challenges and their potential impact on teacher wellbeing, this study investigated the situation of CLIL primary teachers in Austria. Data were collected via in-depth interviews and coded in an inductive manner using QCAmap software. The analysis of the data revealed that despite considerable individual variation in terms of how CLIL was put into practice, all the wellbeing of all of the teachers’ in this study appeared to be threatened by a lack of teaching material, negative public perceptions of teachers generally, low societal appreciation of primary teachers specifically, and language-related challenges in teaching CLIL. In contrast, the teachers’ relationships with their students and their conviction in the CLIL approach seemed to contribute positively to their sense of wellbeing in their professional roles. We conclude with some considerations for practice to ensure all primary CLIL teachers flourish in their professional roles.
Tipo de documento
Artículo
Versión del documento
Versión publicada
Lengua
English
Materias (CDU)
37 - Educación. Enseñanza. Formación. Tiempo libre
Palabras clave
CLIL
Àustria
Benestar
Mestres de primària
CLIL
Austria
Bienestar
Profesores de primaria
CLIL
Austria
Wellbeing
Primary teachers
Páginas
16
Publicado por
Universitat Autònoma de Barcelona
Colección
3; 1
Publicado en
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citación
Gruber, Marie-Theres; Lämmerer, Anita; Hofstadler, Nicole [et al.]. Flourishing or floundering? Factors contributing to CLIL primary teachers’ wellbeing in Austria. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2020, 3(1), p. 19-34. Disponible en: <https://revistes.uab.cat/clil/article/view/v3-n1-gruber-lammerer-hofstadler-mercer>. Fecha de acceso: 12 sep. 2024. DOI: 10.5565/rev/clil.24
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