Keywords
professional-methodological preparation
CLIL
integrative tasks
methodological knowledge
professional action
task design
methodological decision-making
reflective practice.
How to Cite
Abstract
The transition from methodological knowledge to independent professional action remains a significant challenge in pre-service EFL teacher education. This article examines integrative professional-methodological task design as a means of connecting theoretical knowledge of language teaching with methodological decision-making and simulated teaching practice within a CLIL-based learning environment. Drawing on the principles of Content and Language Integrated Learning, the study conceptualizes an integrative task as a professionally oriented learning unit in which content comprehension, language-mediated interaction, methodological analysis, instructional design, practical implementation, and reflection operate as interconnected processes. The proposed framework demonstrates how CLIL can function not merely as an instructional approach but as an integrative methodological environment for transforming pedagogical knowledge into purposeful professional action in pre-service EFL teacher education.References
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