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| 001 | EBC6313888 | ||
| 003 | MiAaPQ | ||
| 005 | 20240724114500.0 | ||
| 006 | m o d | | ||
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| 008 | 240724s2020 xx o ||||0 eng d | ||
| 020 |
_a9789027260802 _q(electronic bk.) |
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| 020 | _z9789027207487 | ||
| 035 | _a(MiAaPQ)EBC6313888 | ||
| 035 | _a(Au-PeEL)EBL6313888 | ||
| 035 | _a(OCoLC)1155485901 | ||
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| 050 | 4 | _aLB1731 | |
| 082 | 0 | _a370.711 | |
| 100 | 1 | _aCammarata, Laurent. | |
| 245 | 1 | 0 | _aTeacher Development for Immersion and Content-Based Instruction. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aAmsterdam/Philadelphia : _bJohn Benjamins Publishing Company, _c2020. |
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| 264 | 4 | _c©2020. | |
| 300 | _a1 online resource (209 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 |
_aBenjamins Current Topics Series ; _vv.110 |
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| 505 | 0 | _aIntro -- 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 | _a5.1Marie'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 | _a6.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 | _a7.1Participation 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 | _aAimed 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 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic 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 | _aTeachers-In-service training. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aÓ Ceallaigh, T. J. | |
| 776 | 0 | 8 |
_iPrint version: _aCammarata, Laurent _tTeacher Development for Immersion and Content-Based Instruction _dAmsterdam/Philadelphia : John Benjamins Publishing Company,c2020 _z9789027207487 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aBenjamins Current Topics Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6313888 _zClick to View |
| 999 |
_c20360 _d20360 |
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