OVERCOMING THE AFFECTIVE BARRIERS TO CLIL IN MATHEMATICS TEACHER TRAINEES

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10319941" target="_blank" >RIV/00216208:11410/15:10319941 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

OVERCOMING THE AFFECTIVE BARRIERS TO CLIL IN MATHEMATICS TEACHER TRAINEES

Original language description

This study maps the attitudes of Mathematics teacher trainees towards Content and Language Integrated Learning (CLIL), and showcases how a specific educational approach in teacher training for CLIL can influence them. When CLIL methodology is taught as amandatory course, the trainees' affective barriers to CLIL need to be dealt with. This article illustrates the initial affective strain from the teacher trainees in a mandatory CLIL didactics course: most are initially sceptical about the feasibility ofmathematics and language integration and express concerns about their (didactic and linguistic) aptitude. Data from two consecutive years of the mandatory CLIL course is presented, illustrating how a change in syllabus influenced the teacher trainees' attitudes towards CLIL.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

AM - Pedagogy and education

OECD FORD branch

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Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2015

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2015

ISBN

978-80-213-2560-9

ISSN

2336-744X

e-ISSN

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Number of pages

8

Pages from-to

460-467

Publisher name

CZECH UNIVERSITY LIFE SCIENCES PRAGUE

Place of publication

Praha

Event location

Praha

Event date

Jun 4, 2015

Type of event by nationality

CST - Celostátní akce

UT code for WoS article

000358527400059