Enhancing The Professional Competences of Pre-Service Biology Teachers Through CLIL
DOI:
https://doi.org/10.33152/jmphss-10.4.11Keywords:
Pre-service biology teachers, CLIL, 4C model, Professional competences, The Likert scale, Meltzer’s gain index classificationAbstract
It has become more crucial than ever to prepare future educators to adapt to the shifting demands of the classroom as educational methods continue to change. Developing a solid grasp of biological principles is only one aspect of this training for pre-service biology instructors. Additionally, they must learn how to effectively convey scientific information, choose effective teaching techniques, and design classrooms that accommodate students of various skill levels and backgrounds. A useful strategy for meeting these needs is Content and Language Integrated Learning (CLIL), which combines subject study with the development of foreign languages. With this method, aspiring biology instructors can improve their subject-matter expertise while receiving hands-on experience with language as a teaching and learning tool. The CLIL-based training was given to 120 pre-service biology instructors as part of the project. The effectiveness of the intervention was assessed by comparing pre-test, during-test, and post-test results using Meltzer’s Gain Index. The obtained gain values provided a quantitative indication of the improvement in the development of communicative, methodological, psychological-pedagogical, and subject-specific competences. The results of the study reveal improvements in communicative, methodological, and psychological-pedagogical competencies, as well as partial improvement in subject-specific competence. The study highlights that CLIL is a successful method for preparing biology instructors so they can instruct in diverse and multilingual classrooms. The findings demonstrate how important it is to include CLIL in teacher education programs in order to encourage more thorough and internationally oriented professional development.
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