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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 82 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 83 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 84 |
Copla por la muerte de su padre : Poem upon the death of his father
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In: Caribbean Quilt; Vol. 6 No. 1 (2021): Resiliency ; 113-114 ; 1929-235X ; 1925-5829 ; 10.33137/cq.v6i1 (2022)
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| 85 |
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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Abstract:
The effective implementation of Content and Language Integrated Learning (CLIL) requires teamwork among teachers in order to coordinate teaching. This study aims to determine whether learning through co-teaching significantly affects teacher trainees’ collaborative competence in three dimensions: knowledge about the foundations of co-teaching, the quality of their learning experience, and the transferability of this teaching strategy in their academic performance and future teaching practice. An ad hoc questionnaire was created and administered to 50 Education degree students before and after taking a co-taught CLIL course. Results show that learning through co-teaching did not have an effect on students’ general collaborative competence (paired samples). However, statistically significant differences were found in their learning experience. Similar results were found when comparing the sample with a control group (N=35) (independent samples), resulting in statistically significant differences in favour of the experimental group. Finally, differences in all the three dimensions studied were found in favour of those participants who perceive a greater need for training in collaborative competence. In conclusion, taking the co-taught CLIL course has not influenced on dimensions one and three, but it has led to a more effective learning experience perceived by students. The authors suggest that modelling a collaborative teaching relationship should be accompanied by explicit analysis of the theoretical foundations of co-teaching and the analysis of the influence of variables such as academic ability or language proficiency in order to ensure that the benefits reach all students in the classroom. ; La implementación del Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) requiere trabajo en equipo para coordinar la enseñanza. Este estudio pretende determinar si el aprendizaje a través de la enseñanza en equipo afecta a la competencia colaborativa de los alumnos en tres dimensiones: conocimiento sobre la enseñanza colaborativa, experiencia de aprendizaje y transferencia al desempeño académico y profesional. Se administró un cuestionario, creado ad hoc, a 50 estudiantes de los grados de Educación antes y después de estudiar la asignatura AICLE, impartida por dos profesores en equipo. Los resultados muestran que la docencia colaborativa no tuvo efecto en la competencia colaborativa general de los estudiantes (muestras pareadas). Sin embargo, se encontraron diferencias estadísticamente significativas en su experiencia de aprendizaje. Se encontraron resultados similares al comparar con un grupo de control (N=35) (muestras independientes), con diferencias estadísticamente significativas a favor del grupo experimental. Finalmente, se hallaron diferencias en todas las dimensiones estudiadas a favor de aquellos participantes que perciben una mayor necesidad de capacitación en competencia colaborativa. En conclusión, la docencia colaborativa no ha influido en las dimensiones una y tres, pero ha contribuido a generar en los alumnos una percepción de la experiencia de aprendizaje más eficaz. Los autores sugieren que este modelo debe ir acompañado de un análisis explícito de los aspectos teóricos de la co-enseñanza y un análisis de la influencia de variables como la capacidad académica o el dominio del idioma, para garantizar que los beneficios de la co-enseñanza lleguen a todos los estudiantes.
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Keyword:
Bilingual education; Cuestionarios; Enseñanza bilingüe; Enseñanza en equipo; Estudiante para profesor; Formación de profesores; Preservice teacher education; Preservice teachers; Questionnaires; Team teaching
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URL: https://doi.org/10.30827/profesorado.v26i1.16853
http://hdl.handle.net/10481/74535
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| 86 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 87 |
La categorización del adjetivo. Aportes desde la disponibilidad léxica de Madrid ; The categorisation of the adjective. Contributions from the lexical availability of Madrid
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| 88 |
Formación específica en AICLE en Educación Física para mejorar el tiempo de compromiso motor ; Specific Training in Clil in Physical Education to Improve Motor Engagement Time
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| 89 |
DCT vs. corpus orales: reflexiones metodológicas sobre el estudio de los actos de habla ; DCT vs. spoken corpora: methodologic reflections on the study of speech acts
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In: Pragmalingüística, (29), 377-395 (2022)
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| 90 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 91 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 92 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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| 93 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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| 94 |
Subcompetência instrumental e elaboração de material de referência ; Instrumental sub-competence and the creation of reference material
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| 95 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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| 96 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 97 |
学霸 Academic Hero: An Investigation of an Informal Bilingual Volunteer Peer Teaching Model in Supporting Chinese International Students’ Learning
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In: Journal of International Students (2022)
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| 98 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 99 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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| 100 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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