Description
This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.
Table of Contents
Part I: Fundamental issues – What is CLIL? Who are CLIL teachers?.- Chapter 1: Introduction.- Chapter 2: Who are CLIL teachers and what do they need?.- Part II: Model 1 – Professional development through cross-curricular collaboration.- Chapter 3: Theoretical underpinnings of cross-curricular collaboration: How would it work in CLIL?.- Chapter 4: Empirical studies on cross-curricular collaboration: Promises and Pitfalls.- Part III: Model 2 – Professional development programme for CLIL teachers.- Chapter 5: Theoretical models of professional development programmes for CLIL teachers.- Chapter 6: Professional development programmes for CLIL teachers: An empirical case study.- Part IV: An integrated model and Conclusions.- Chapter 7: Integrating the two models: Professional development programmes and cross-curricular collaboration.- Chapter 8: Conclusion.
