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Relationship Between Self-Efficacy Beliefs, Teacher Age, and Years of Experience of Teachers of Languages Other Than English and Their Perceived Leadership
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In: Doctoral Dissertations and Projects (2022)
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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A Hard Time Seeing the Relevance: Race and Discourse Identity in Language Teacher Preparation
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In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 20-38 ; 2642-4002 (2022)
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Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
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In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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Problems experienced by integration course participants: requirement and usage of migration advice services
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In: 3-2020 ; BAMF-Brief Analysis ; 12 (2022)
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Impact of factors specific to forced migration on German language acquisition: Family constellation, health status and housing situation
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In: 4-2020 ; BAMF-Brief Analysis ; 13 (2022)
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Teacher Without Teaching: school and teacher project for special education (1996-2016) ; Professor Sem Ensino: projeto de escola e professor para educação especial (1996-2016)
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In: Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021) ; Educação & Realidade; v. 46 n. 3 (2021) ; 2175-6236 ; 0100-3143 (2022)
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Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
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Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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Diseño y validación de una herramienta para evaluar AICLE en las sesiones de Educación Física ; Design and validation of a tool to evaluate CLIL in Physical Education sessions
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Abstract:
El objetivo de la presente investigación fue la validación de un cuestionario de Evaluación de Sesiones de Educación Física a través de AICLE (CESEFA). Se trata de uno de los primeros instrumentos para la evaluación de AICLE en sesiones de Educación Física cuyo diseño cuantitativo de carácter descriptivo se ha basado en los hallazgos más recientes de la literatura científica. Se llevó a cabo una evaluación por expertos para la confirmación y redacción de los ítems seleccionados con una concordancia entre ellos del ,73 en el índice Kappa. Para su validación se utilizó una muestra de 146 (V=87 y M=59) docentes de Educación Física, un análisis exploratorio y un análisis factorial confirmatorio que apoyó la estructura factorial de tres dimensiones del instrumento. El cuestionario tiene una validez aparente y un buen nivel de consistencia permitiendo su extrapolación a otros contextos. Además, puede ser una buena herramienta para la guía y autoevaluación del profesorado de Educación Física bilingüe que utiliza AICLE en sus clases. ; The aim of the present study was to validate a questionnaire for the Evaluation of Physical Education Sessions through CLIL (CESEFA). It is one of the first instruments for the evaluation of CLIL in Physical Education sessions whose descriptive quantitative design is based on the most recent findings in the scientific literature. An expert evaluation was carried out for the confirmation and wording of the selected items with a concordance between them of ,73 in the Kappa coefficient. A sample of 146 (V=87 and M=59) PE teachers, an exploratory analysis and a confirmatory factor analysis were used for validation, which supported the three-dimensional factor structure of the instrument. The questionnaire has an apparent validity and a good level of consistency allowing its extrapolation to other contexts. Moreover, it can be a good tool for the guidance and self-assessment of bilingual PE teachers who use CLIL in their classes.
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Keyword:
CLIL competences; CLIL programming; CLIL teacher; Competencias AICLE; Cuestionario; Fiabilidad; Profesorado AICLE; Programación AICLE; Reliability; Survey
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URL: https://doi.org/10.30827/portalin.vi37.17795 http://hdl.handle.net/10481/73459
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Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice
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Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL ; Integrating the Global Competence with Telecollaboration in CLIL Teacher Training
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Erinnerung und kulturelle Bildung : interdisziplinäre Perspektiven auf Geschichtskultur und zukunftsfähiges schulisches Lernen.
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Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
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