دورية أكاديمية
Teacher Identity in CLIL: A Case Study of Two In-Service Teachers
| العنوان: | Teacher Identity in CLIL: A Case Study of Two In-Service Teachers |
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| اللغة: | English |
| المؤلفون: | Bárcena Toyos, Patricia (ORCID |
| المصدر: | Latin American Journal of Content and Language Integrated Learning. Jan-Jun 2022 15(1). |
| الإتاحة: | Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Professional Identity, Content and Language Integrated Learning, Metalinguistics, Pedagogical Content Knowledge, Foreign Countries, Bilingual Education, Decision Making, Case Studies, Faculty Development, Teacher Characteristics, Teacher Attitudes, Language of Instruction, Native Language, Second Language Learning, Elementary School Teachers, Spanish, English (Second Language), Teaching Methods, Linguistic Input, Teacher Student Relationship |
| مصطلحات جغرافية: | Spain |
| تدمد: | 2011-6721 2322-9721 |
| مستخلص: | The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers negotiated their identities was affected by their former personal and professional experiences, their conceptualization of the imagined community, and their investment in that community. The findings have implications for creating in-service training programs that enhance teachers' language awareness in CLIL and their association with the community. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1364886 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2011-6721 2322-9721 |
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