2015
DOI: 10.6018/reifop.18.3.210401
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La formación del profesorado para la enseñanza integrada de contenidos y lengua extranjera: perspectivas de un debate europeo actual.

Abstract: Bilingual education has outpaced the provision of trained and qualified teachers. Research and training proposals are urgently required. This paper analyses the attention given to language and methodological aspects in seven Spanish studies related to teacher training needs. The discussion is corroborated by a case study. Results indicate the debate regarding expected competences and qualifications is focusing only on the linguistic dimension and disregarding pedagogical issues. Some future actions for teacher… Show more

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Cited by 12 publications
(3 citation statements)
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“…Some of them (synthesized and revised in Martín del Pozo, 2015) reveal that methodological concerns go after language up skilling. On the contrary, there is a shift of interest towards methodological issues in more recent studies in Spain (Durán-Martínez and Beltrán-Llavador, 2016) and in Europe (Pérez Cañado, 2014, 2016 and other previous studies (Fernández and Halbach, 2011).…”
Section: Teacher Education For Clil and Emimentioning
confidence: 99%
“…Some of them (synthesized and revised in Martín del Pozo, 2015) reveal that methodological concerns go after language up skilling. On the contrary, there is a shift of interest towards methodological issues in more recent studies in Spain (Durán-Martínez and Beltrán-Llavador, 2016) and in Europe (Pérez Cañado, 2014, 2016 and other previous studies (Fernández and Halbach, 2011).…”
Section: Teacher Education For Clil and Emimentioning
confidence: 99%
“…Son bases conceptuales construidas por las personas, que relacionan concepciones implícitas con ideas previas, representaciones mentales o concepciones intuitivas (Gutiérrez & Correa, 2008), influyen en los procesos de razonamiento y condicionan la forma en que se afrontan las tareas y se percibe el mundo (Ramos et al, 2018). El valor de estas investigaciones reside en que contribuyen a comprender mejor la manera en que se desarrollan las prácticas de enseñanza (Martín del Pozo et al, 2005;Doménech et al, 2006) y ayudan a establecer itinerarios posteriores en la formación del profesorado, para adaptar sus propios procesos formativos a lo que piensa y siente (Gunstone & Nortehfield, 1994;Copello & Sanmartí, 2001;Sanmartí, 2001).…”
Section: Introductionunclassified
“…Dalton-Puffer (2007) states that the term CLIL refers to educational setting where a language other than the student's mother tongue is used as a medium of instruction in which content and language are learnt at the same time. Currently, in European educational level and other counties, the language applied in CLIL is mostly English because it is an International language (DaltonPuffer as cited in Pozo, 2015). Coyle (1999) state that CLIL is a dualfocused educational approach which focuses on content teaching and language used in that teaching instruction, which they learn content and language at the same time.…”
Section: Introductionmentioning
confidence: 99%