Bilingual Degree Teachers’ Beliefs: A Case Study in a Tertiary Setting

Matthew Johnson

28 citations0/0 files storedPulso Revista de educación

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

El aprendizaje integrado de contenidos y lengua extranjera (AICLE) es cada vez más importante en España ya que las universidades empiezan a aplicar los grados de itinerario bilingüe en respuesta a los desafíos de un mundo cada vez más globalizado. Actualmente, la investigación sobre las creencias de los profesores en el campo de la educación bilingüe a nivel universitario es escasa y una comprensión más completa de estas creencias puede contribuir al éxito de los programas universitarios de AICLE. Este estudio de casos examina cómo se desarrollaron las creencias de cinco profesores universitarios involucrados en un proyecto bilingüe en el transcurso de un programa de formación de profesorado centrado en AICLE.

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1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme 2002Professional Development and Teacher Change 1994Foundations of Bilingual Education and Bilingualism 2021Research Methods in Applied Linguistics 1990Effects of beliefs about the nature of knowledge on comprehension.1970Forms of intellectual and ethical development in the college years.2010CLIL

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2020Language and Teaching Methodology Features of CLIL in University Classrooms: A Research Synthesis 2018Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain 2014A case study on teacher training needs in the Madrid bilingual project 2013Formación del profesorado universitario para la docencia en inglés 2025Latin American Journal of Content & Language Integrated Learning

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