期刊論文
Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help?
EdLink- Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help?
- International Journal of Bilingual Education and Bilingualism, 22(7), 818-832, 2019
- Routledge
- 2019
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- In Content and Language Integrated Learning (CLIL) programmes, students are expected to master content knowledge and language simultaneously. The worldwide popularity of this kind of programme has called for professional development, particularly for content subject teachers who have to shoulder some responsibilities of language teaching in CLIL. There have been several frameworks or proposals for professional development of CLIL teachers. Yet, empirical studies investigating the effectiveness of CLIL professional development programmes remain scarce. This gap is particularly important, since the relationship between professional development and teacher change is complicated and there are various factors affecting whether and how teacher would change. This study implemented a 6-month professional development programme for a group of content subject teachers in CLIL in Hong Kong. With data gathered with questionnaires, interviews, lesson observations and post-lesson reflections, this paper reports the trajectory of three case teachers who seemed to experience different degrees of changes in beliefs and language awareness. These differences could be explained by the influence of such factors as school context, learning experience and subject discipline. This study yields important implications for teacher education in CLIL and teacher change. [Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge.]
-
- 英文
- 期刊論文
-
- 13670050
- https://bibliography.lib.eduhk.hk/tc/bibs/42d0ac06
- 2020-08-26
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文