Literaturnachweis - Detailanzeige
| Autor/inn/en | Ó Ceallaigh, T. J.; Hourigan, Máiréad; Leavy, Aisling |
|---|---|
| Titel | Developing Potentiality: Pre-Service Elementary Teachers as Learners of Language Immersion Teaching |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 4, S.515-532 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hourigan, Máiréad) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2018.1489779 |
| Schlagwörter | Preservice Teachers; Preservice Teacher Education; Undergraduate Students; Elementary Education; Mathematics Education; Immersion Programs; Irish; Professional Development; Teacher Collaboration; Content and Language Integrated Learning; Language Maintenance; Pedagogical Content Knowledge; Foreign Countries; Ireland |
| Abstract | Research has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article reports on how the teaching of mathematics in the IMI elementary setting, supported pre-service teachers in bridging the language and content gap. The study utilised Japanese Lesson Study (LS) to design and implement mathematics lessons and qualitative data were collected from a variety of sources. Findings provide unique insights into the knowledge demands related to designing and implementing content lessons and reveal the challenges for pre-service teachers in providing balanced language and content instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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