Bilingual Science Education: Perceptions of Slovak In-Service and Pre-Service Teachers

Autor/inn/en	Kordíková, Barbara; Brestenská, Beáta
Titel	Bilingual Science Education: Perceptions of Slovak In-Service and Pre-Service Teachers
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 2, S.728-741 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kordíková, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1718590
Schlagwörter	Bilingual Education; Foreign Countries; Preservice Teachers; Teacher Attitudes; Science Teachers; Science Instruction; English (Second Language); Slavic Languages; Elementary Secondary Education; Postsecondary Education; Semantics; Student Attitudes; Language Usage; Slovakia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Slawische Sprache; Post-secondary education; Tertiäre Bildung; Semantik; Schülerverhalten; Sprachgebrauch; Slowakei
Abstract	The increased demand for bilingual education has resulted in a growing need for professionally and linguistically qualified teachers whose shortage is evident in most Slovak schools. As science subjects form a major part of bilingual school curricula, the aim of our research is to determine the current situation from the combined opinions of in-service and pre-service science teachers. Based on questionnaires and semantic differential, we discuss the most important issues in everyday bilingual science teaching, and also determine the extent to which both pre-service and in-service teachers identify their needs and perceive the challenges in teaching science in English compared to their native Slovak. Our findings indicate that both cohorts of science teachers considered bilingual education time-consuming and difficult, but also beneficial and valuable. Compared to in-service teachers, pre-service teachers demonstrated a greater extent of uncertainty and concerns, and lower emotional satisfaction when teaching in English. The results collected from these teacher cohorts should enhance the quality and content of teacher-training programmes preparing teacher candidates for the needs of current bilingual education in Slovakia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11