Teacher Development for Immersion and Content-Based Instruction

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
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
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
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