Virtual Exchange for Citizenship and Global Competence Development in CLIL Teacher Training. Pilot Research

Soraya Garcia-Esteban
Universidad De Alcalá,


The global competence has been acknowledged necessary for personal and professional fulfilment, active citizenship, social inclusion and employment in a globalized world (OECD 2018), and virtual exchange seems to contribute to the enhancement of these skills, knowledge and attitudes in specific contexts (Garcia et al. 2019, O’Dowd 2019). However, despite the development of key competences with telecollaboration has already been the focus of some studies (Vinagre 2016), the measurement of citizenship competence (EC 2018), a fundamental component of the global competence in Teacher Training (Chistolini 2019, Hinton et al. 2019), remains still a question for investigation. Following this line of research, this pilot project aimed to explore how telecollaboration can support the development of citizenship principles in teacher training. The participants of this study were two groups of teacher trainees at two different European universities who carried out virtual exchanges to discuss and improve their CLIL knowledge following Coyle, Hood & Marsh (2010). The main assignments proposed were the creation and online discussion of didactic units based on the global competence SDG (CE 2019), and the evaluation of the other location´s teaching proposals with an Educational Engineering approach (Coelpart 2014; forthcoming). The tasks and the digital tools used were analysed to measure the improvement of the student teachers´ perception of citizenship and global competence and the educational technology procedure as revised by Januszewski (2001) and Spector (2015). Forum, portfolios and evaluation forms together with pre-and post-questionnaires were used to explore the expected outcomes with the actual ones. Results indicated that by working Sustainable Development Goals to teach subject contents student teachers underscore domains which are interwoven with active citizenship, and that experiential telecollaboration can promote further values following specific educational re-engineering methods.