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      "titulo" => "Estudiar y aprender en equipos cooperativos: aplicación de la técnica TELI (Trabajo en Equipo-Logro Individual) para trabajar contenidos matemáticos"
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    "titulo" => "New Approaches in English Language Teaching: Teacher Training in the Framework of Content and Language Integrated Learning"
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        "titulo" => "Nuevos enfoques en la did&#225;ctica de la lengua inglesa&#58; formaci&#243;n del profesorado en el contexto del aprendizaje integrado de contenidos y lenguas extranjeras"
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        "resumen" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Content and Language Integrated Learning &#40;CLIL&#41; is an innovative approach to foreign language learning based on the integration of language with &#40;non-language&#41; content in a dual-focussed learning environment&#46; This article addresses teacher training in the framework of CLIL&#44; focusing on the specific needs and challenges for CLIL teachers&#46; It also approaches the question of the existence of an &#8220;optimal profile&#8221; for these teachers&#44; which is strictly linked to the educational stage we are working with&#46; Moreover&#44; the existing gap between the theoretical tenets of CLIL methodology and its application in the classroom is identified as a clear barrier in teacher training&#44; which has to be addressed by building-up learning environments that allow for the exchange of knowledge and results&#46; In this sense&#44; this paper suggests creating university-school partnerships that serve as a breeding ground for transferring knowledge and exchange relevant information and results within the teaching community&#46;</p>"
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        "resumen" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">El aprendizaje integrado de contenidos y lenguas extranjeras es un enfoque innovador en el aprendizaje de lenguas basado en la integraci&#243;n de contenido curricular y una lengua adicional&#46; El objetivo es analizar la formaci&#243;n del profesorado de aprendizaje integrado de contenidos y lenguas extranjeras&#44; aproxim&#225;ndose a las necesidades espec&#237;ficas y los retos de estos docentes&#46; Se aborda la cuesti&#243;n de la existencia de un &#8220;perfil &#243;ptimo&#8221; de estos profesores&#44; que est&#225; estrictamente unido a la etapa educativa en que la estemos trabajando&#46; Adem&#225;s&#44; se identifica la laguna existente entre los fundamentos metodol&#243;gicos del aprendizaje integrado de contenidos y lenguas extranjeras y su aplicaci&#243;n en el aula como una barrera en la formaci&#243;n del profesorado&#44; y se defiende que este desajuste debe afrontarse mediante la construcci&#243;n de entornos de aprendizaje que permitan el intercambio de conocimiento&#46; En este sentido&#44; este trabajo sugiere que los modelos de colaboraci&#243;n universidad-colegio sirven como caldo de cultivo para transferir conocimiento e intercambiar informaci&#243;n y resultados relevantes dentro de la comunidad educativa&#46;</p>"
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