Conocimiento profesional del profesor de biología en relación a la enseñanza sobre ecosistema en el marco de la metodología AICLE. Estudio de caso

Abstract

This document presents a master's research project that contributes to the research line on the PCK and science education. Given that in the last 10 years there have been no reports of studies on this research line related to the teaching of science in bilingual contexts, it is essential to characterize the professional knowledge of biology teachers through qualitative research under the interpretive paradigm, in a case study employing the CLIL methodology. This characterization was carried out in three specific stages: planning, based on the format proposed by the institution; action, which involved the analysis of transcripts of six synchronous classes mediated by ICTs; and reflection, carried out through the analysis of two semi-structured interviews. It is relevant to highlight that this reflection constitutes a metacognitive process following the planning and action phases. The collected data were systematized using Nvivo 12 software and categorized using content analysis to identify and analyze the presence and interaction of five types of knowledge proposed by Fonseca (2018): biological knowledge (BK), didactic knowledge (DK), contextual knowledge (CK), experiential knowledge (EK), and life history knowledge (LHK). Additionally, a sixth knowledge, English language content teaching knowledge (ELCTK), based on Morton's (2017) proposal, was added. In the case of Teacher Paula, her degree in chemistry stands out, so her BK on ecosystems has been built from her experience. Her DK mobilizes other knowledge, highlighting her solid curricular knowledge and her focus on the conceptualization of science learning. Additionally, the national context, especially the pandemic, influences her Didactic Knowledge, motivating her to use strategies centered on the use of ICTs to adapt to synchronous education. The teacher's work experience emerges as a determining factor that merges and mobilizes other knowledge, thus constituting her PCK. Her life history and family and school environment provided favorable conditions for her training as a bilingual teacher, allowing her to improve her economic and labor conditions. The English language content teaching knowledge has developed empirically, prioritizing the teaching of content related to the ecosystem over foreign language teaching. Derived from the integration-transformation among different knowledge, three knowledge areas emerge in relation to teaching about the ecosystem and; adaptations associated with the use of ICTs; the purpose of developing attitudes towards environmental care and teaching about the ecosystem in a foreign language; and the interest in prioritizing the development of skills and knowledge specific to ecology. Although this last knowledge originates from the teacher's life history and professional experience, it strengthens the ELCTK, which for this research is articulated as a new dimension in Fonseca's model, being equally relevant to the five categories proposed by the author in a bilingual context.