Does video self-analysis influence pre-service language teachers’ position within CLIL settings?

Abstract

Positioning theory helps to understand pre-service teachers’ performance and their professional identity. In the Content and Language Integrated Learning (CLIL) ap-proach, studying teachers’ praxis from the positioning theory is relevant as integrating language and content is problematic for both in-service and pre-service teachers. Moreover, positioning theory could help teachers understand their teaching position. Video technology, as a valuable tool for teacher training, facilitates teachers’ analysis of their own teaching praxis and more importantly, it can help develop teaching awareness. However, scarce literature is found on how video-analysis from the positioning theory may benefit teachers in CLIL con-texts. The objective of this paper is to analyse the influence of video self-analysis on pre-ser-vice teachers’ positions within CLIL settings. To conduct this research, pre-service teachers recorded and analysed a simulated CLIL lesson. Interviews were designed and administered to know the influence of video on participating teachers’ positions. Video supported pre-ser-vice teachers noticing their praxis and the meaning of CLIL while operating changes on their positions. Knowing the evolution of pre-service teachers’ positioning contributes to the understanding of their professional identity and to thinking about pre-service teachers’ programmes to foster their awareness on teaching practice through video technology.