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Fostering subject teachers' integrated language teaching in technical vocational education

Results of a professional development program

Rechten:

Fostering subject teachers' integrated language teaching in technical vocational education

Results of a professional development program

Rechten:

Samenvatting

This study reports on a Professional Development Program (PDP) designed to raise teachers' subject specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observations, and video-stimulated interviews. The PDP resulted in change in both teachers' subject-specific language awareness and related teaching behaviour. Teachers' sense of responsibility to address students' language learning appeared to be relevant for teachers' change of behaviour.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatBeroepsonderwijs
Gepubliceerd inTeaching and Teacher Education Elsevier, Uitgave: 112
Jaar2022
TypeArtikel
DOI10.1016/j.tate.2021.103626
TaalEngels

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