This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.
This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.
Yuen Yi LO has been researching key issues related to the medium of instruction, especially using English as the medium of instruction in English-as-a-foreign-language contexts. Her early research focused on how using English as the medium of instruction affects classroom interaction processes and students' learning outcomes, and she published several important papers on the topic in Research of Educational Review and International Journal of Bilingual Education and Bilingualism. Her paper "A meta-analysis of the effectiveness of English-medium education in Hong Kong" was awarded the Faculty Early Career Research Output Award and was one of the 10 most-read articles in Research of Educational Review in 2014. Based on the insights gained and her experience of working with teachers, Yuen Yi's recent research focuses on teachers' professional development in English-medium or Content and Language Integrated Learning contexts, which is a pressing, yet underexplored issue.
Inhaltsangabe
Part I: Fundamental issues - What is CLIL? Who are CLIL teachers?.- Chapter 1: Introduction.- Chapter 2: Who are CLIL teachers and what do they need?.- Part II: Model 1 - Professional development through cross-curricular collaboration.- Chapter 3: Theoretical underpinnings of cross-curricular collaboration: How would it work in CLIL?.- Chapter 4: Empirical studies on cross-curricular collaboration: Promises and Pitfalls.- Part III: Model 2 - Professional development programme for CLIL teachers.- Chapter 5: Theoretical models of professional development programmes for CLIL teachers.- Chapter 6: Professional development programmes for CLIL teachers: An empirical case study.- Part IV: An integrated model and Conclusions.- Chapter 7: Integrating the two models: Professional development programmes and cross-curricular collaboration.- Chapter 8: Conclusion.
Part I: Fundamental issues – What is CLIL? Who are CLIL teachers?.- Chapter 1: Introduction.- Chapter 2: Who are CLIL teachers and what do they need?.- Part II: Model 1 – Professional development through cross-curricular collaboration.- Chapter 3: Theoretical underpinnings of cross-curricular collaboration: How would it work in CLIL?.- Chapter 4: Empirical studies on cross-curricular collaboration: Promises and Pitfalls.- Part III: Model 2 – Professional development programme for CLIL teachers.- Chapter 5: Theoretical models of professional development programmes for CLIL teachers.- Chapter 6: Professional development programmes for CLIL teachers: An empirical case study.- Part IV: An integrated model and Conclusions.- Chapter 7: Integrating the two models: Professional development programmes and cross-curricular collaboration.- Chapter 8: Conclusion.
Part I: Fundamental issues - What is CLIL? Who are CLIL teachers?.- Chapter 1: Introduction.- Chapter 2: Who are CLIL teachers and what do they need?.- Part II: Model 1 - Professional development through cross-curricular collaboration.- Chapter 3: Theoretical underpinnings of cross-curricular collaboration: How would it work in CLIL?.- Chapter 4: Empirical studies on cross-curricular collaboration: Promises and Pitfalls.- Part III: Model 2 - Professional development programme for CLIL teachers.- Chapter 5: Theoretical models of professional development programmes for CLIL teachers.- Chapter 6: Professional development programmes for CLIL teachers: An empirical case study.- Part IV: An integrated model and Conclusions.- Chapter 7: Integrating the two models: Professional development programmes and cross-curricular collaboration.- Chapter 8: Conclusion.
Part I: Fundamental issues – What is CLIL? Who are CLIL teachers?.- Chapter 1: Introduction.- Chapter 2: Who are CLIL teachers and what do they need?.- Part II: Model 1 – Professional development through cross-curricular collaboration.- Chapter 3: Theoretical underpinnings of cross-curricular collaboration: How would it work in CLIL?.- Chapter 4: Empirical studies on cross-curricular collaboration: Promises and Pitfalls.- Part III: Model 2 – Professional development programme for CLIL teachers.- Chapter 5: Theoretical models of professional development programmes for CLIL teachers.- Chapter 6: Professional development programmes for CLIL teachers: An empirical case study.- Part IV: An integrated model and Conclusions.- Chapter 7: Integrating the two models: Professional development programmes and cross-curricular collaboration.- Chapter 8: Conclusion.
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