Teacher development for immersion and content-based instruction

著者

    • Cammarata, Laurent
    • Ó Ceallaigh, T. J.

書誌事項

Teacher development for immersion and content-based instruction

edited by Laurent Cammarata, University of Alberta, T.J. Ó Ceallaigh, University of Limerick

（Benjamins current topics, v. 110）

John Benjamins, 2020

  • : hb

タイトル別名

Journal of immersion and content-based language education

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注記

"These materials were previously published in Journal of immersion and content-based language education 6:2 (2018)"--Series title page

Includes bibliographical references and index

Summary: "Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators' experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sec

内容説明・目次

内容説明

Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators' experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).

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