The Use of Video as an Aid for the Construction of CLIL Pre-service Teachers’ Identity1

Abstract

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.