TEACHING PHYSICAL EDUCATION IN CLIL: SOLVING THE PROFESSIONAL DILEMMAS ENCOUNTERED WHEN CONDUCTING AN ACTION RESEARCH.

Authors

  • Josep Coral Universitat Autònoma de Barcelona
  • Teresa Lleixà Universitat de Barcelona

DOI:

https://doi.org/10.22456/1982-8918.46307

Keywords:

Learning. Decision making . Professional autonomy. Foreign language

Abstract

This article discusses the professional dilemmas encountered when conducting an Action Research into a Physical Education in CLIL programme. CLIL is a teaching approach which uses foreign language as a tool to enhance the learning process. The participants of this study are 26 students of primary school. We present data gathered by implementing diaries, video recordings and an external observation. In the results we identify two dilemmas: 1/ appealing tasks versus effective tasks and 2/ balanced tasks versus unbalanced tasks dilemma providing evidence to describe them. In the discussion we explain the process of solving the professional dilemmas and we examine how this process affects the teaching of Physical Education. Finally, we rethink the nature of the problem in order to establish a framework that facilitates the teaching of Physical Education in CLIL.

 

 

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Author Biographies

Josep Coral, Universitat Autònoma de Barcelona

Facultat d'Educació

Lecturer – CLIL consultant
DDEMC - Physical Education Unit - Office 154-B

Teresa Lleixà, Universitat de Barcelona

Facultat de Formació del Professorat

Departament de Didàctica de l'Expressió Musical i Corporal

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Published

2014-09-26

How to Cite

CORAL, J.; LLEIXÀ, T. TEACHING PHYSICAL EDUCATION IN CLIL: SOLVING THE PROFESSIONAL DILEMMAS ENCOUNTERED WHEN CONDUCTING AN ACTION RESEARCH. Movimento, [S. l.], v. 20, n. 4, p. 1447–1472, 2014. DOI: 10.22456/1982-8918.46307. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/46307. Acesso em: 26 apr. 2025.

Issue

v. 20, n.4, out./dez. 2014

Section

Original Articles

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