Teacher Development for Immersion and Content-Based Instruction. (Record no. 20360)
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| fixed length control field | 08644nam a22004933i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC6313888 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724114500.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2020 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789027260802 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789027207487 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC6313888 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL6313888 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1155485901 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1731 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Cammarata, Laurent. |
| 245 10 - TITLE STATEMENT | |
| Title | Teacher Development for Immersion and Content-Based Instruction. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Amsterdam/Philadelphia : |
| Name of producer, publisher, distributor, manufacturer | John Benjamins Publishing Company, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2020. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2020. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (209 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Benjamins Current Topics Series ; |
| Volume/sequential designation | v.110 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Teacher Development for Immersion and Content-Based Instruction -- Editorial page -- Title page -- Copyright page -- Table of contents -- Teacher education and professional development for immersion and content-based instructionResearch on programs, practices, and teacher educators -- 1.Introduction -- 2.What has already been done and what is still missing? -- 3.Overview of this volume -- Acknowledgements -- References -- Becoming a "language-aware" content teacherContent and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process -- 1.Introduction -- 2.CLIL TLA development in boundary-crossing communities of practice (COP) -- 3.Research design -- 3.1Context of the study -- 3.2Data collection and analysis -- 4.Findings -- 4.1Pre-collaboration stage: A content teacher and science language user -- 4.2Early collaboration: A content teacher and language analyst -- 4.3Mid-term collaborations: A CLIL teacher with emerging TLA -- 4.4Later collaborations: A CLIL teacher with advanced TLA -- 5.Discussion -- 6.Conclusion: A lens for conceptualising CLIL teacher education as a collaborative, dynamic, and dialogic process (CDDP) -- References -- In search of immersion teacher educators' knowledge baseExploring their readiness to foster an integrated approach to teaching -- 1.Introduction -- 2.Background to the study -- 2.1Content and language integration in immersion: A call for adapted teacher education preparation -- 2.2Teacher knowledge matters -- 2.3What do we know about what teachers need to know to integrate effectively? -- 2.4Why a focus on ITEs' knowledge? A call to explore the missing variable -- 3.A framework and analytical tool to capture ITEs' knowledge for integration -- 4.Methodology -- 4.1Context -- 4.2Participants -- 4.3Data collection -- 4.4Data analysis -- 5.Findings. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 5.1Marie's knowledge depth and distribution as it relates to the work of integration -- 5.2Significant patterns in ITEs' understandings -- 5.2.1Lack of conceptual clarity -- 5.2.2No evidence of an awareness of the importance of language and literacy in disciplinary learning/teaching when ITEs were not directly probed about it -- 5.2.3More elaborated understanding of the literacy-content relationship -- 5.2.4Non-existent or faint awareness of connection between literacy and language -- 6.Discussion and implications -- 6.1The importance of knowledge base mapping when considering pedagogical integration -- 6.2The need for a curriculum dedicated to immersion teacher educators -- 7.Conclusion -- References -- Appendix A.Interconnected Knowledge for Integration (IKI) Analytical Tool -- Unpacking dimensions of immersion teacher educator identity -- 1.Introduction -- 2.A focus on the teacher educator -- 2.1Teacher educator identity -- 2.2Ways of developing teacher educator identity -- 3.Immersion education and immersion teacher education in the Republic of Ireland: Issues and tensions -- 4.Context of our study -- 5.Methodology -- 5.1Participants and procedure -- 5.2Data collection -- 5.3Data analysis -- 6.Findings -- 6.1Defending content as priority -- 6.2Negotiating an integrated space -- 6.3Becoming immersion-responsive -- 7.Discussion -- 8.Conclusion -- References -- Teacher adaptations to support students with special education needs in French immersionAn observational study -- 1.Framework -- 2.Context of the study -- 2.1Context as defined in policy documents -- 2.1.1Universal design for learning and differentiated instruction -- 2.2Practical context of the study -- 3.Methodology -- 3.1Observation scheme -- 3.2Participants -- 4.Findings -- 4.1Classroom observations -- 4.1.1Description of classes -- 4.1.2Adaptations observed -- 5.Discussion. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 6.Conclusion -- References -- Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction -- 1.Introduction: The case for a focus on language in immersion teaching -- 2.Background to the study -- 3.Theoretical framework -- 3.1Defining communities of practice -- 3.2CoP-informed research on teacher learning -- 4.The study -- 4.1Context -- 4.2Research questions -- 4.3Participants -- 4.4Data sources -- 4.4.1Online survey -- 4.4.2Focus groups -- 4.5Data analysis -- 5.Results -- 5.1RQ(a) - High-impact assignments -- 5.2RQ(b) Features of high impact assignments and experiences -- 5.2.1Practice - learning as doing -- 5.2.2Meaning - learning as experience -- 5.2.3Identity - learning as becoming -- 6.Discussion, implications, and conclusion -- 6.1Discussion and reflection on the CoP social theory of learning -- 6.2Limitations -- 6.3Implications for future inquiry and teacher professional development and conclusion -- References -- Appendix.Certificate courses with description of main topics and assignments -- "It was two hours […] the same old thing and nothing came of it"Continuing professional development among teachers in Gaeltacht post-primary schools -- 1.Continuing professional development among teachers in Irish-medium Gaeltacht post-primary schools -- 2.Defining the Gaeltacht and Gaeltacht education: From geographical to linguistic criteria -- 3.Continuing professional development (CPD) in the Republic of Ireland -- 4.Teacher professional development -- 5.Methodology -- 5.1Design -- 5.2Participant selection -- 5.3Interviews -- 5.4Data analysis -- 6.Findings -- 6.1Post-primary Gaeltacht teachers' participation in professional development -- 6.2Medium of CPD delivery -- 6.3Models of CPD delivery -- 6.4Barriers to participation -- 6.4.1Time and family commitments -- 6.4.2Location -- 7.Discussion. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 7.1Participation dependent on curriculum changes -- 7.2Professional learning communities as models for CPD -- 7.3The role of the professional experience of teachers in CPD design and delivery -- 8.Conclusion -- Funding -- References -- The Common European Framework of Reference (CEFR) in French immersion teacher educationA focus on the language portfolio -- 1.Introduction -- 2.Relevant literature -- 2.1CEFR implementation in Canadian ITE programs -- 2.2FSL ITE student-teachers' perceived proficiency development -- 3.The portfolio project -- 3.1Context -- 3.2Portfolio adaptation -- 3.3Research questions -- 4.Methodology -- 4.1Participants -- 4.2Procedure -- 5.Findings -- 5.1ITE student-teacher perspectives -- 5.2Instructor perspective -- 6.Discussion -- 6.1Points of convergence -- 6.2Points of divergence -- 7.Conclusion -- References -- Contributors -- Index. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018). |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Teachers-In-service training. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ó Ceallaigh, T. J. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Cammarata, Laurent |
| Title | Teacher Development for Immersion and Content-Based Instruction |
| Place, publisher, and date of publication | Amsterdam/Philadelphia : John Benjamins Publishing Company,c2020 |
| International Standard Book Number | 9789027207487 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Benjamins Current Topics Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6313888">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6313888</a> |
| Public note | Click to View |
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