Use of Electronic Resources in Content and Language Integrated Learning (CLIL): Pre-Service Teachers' Perspective

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10311881" target="_blank" >RIV/00216208:11410/15:10311881 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Use of Electronic Resources in Content and Language Integrated Learning (CLIL): Pre-Service Teachers' Perspective

Popis výsledku v původním jazyce

The paper presents a qualitative research study conducted with pre-service teachers of mathematics. The study is based on questionnaires given to future teachers of mathematics who enrolled in the course of teaching mathematics through CLIL (Content and Language Integrated Learning) i.e. teaching mathematics in English to non-native speakers) and joint reflection with all students as a group. The aim of the study is to find out what online and electronic materials future CLIL teachers find useful, how they propose they should be used and modified for the needs of CLIL classrooms. The items in the questionnaire and the joint reflection focused on the selection of online resources, the students' vision of their modification for the specific environment of CLIL lessons, on the differences and commonalities when planning a CLIL lesson with and without e-learning support. In the paper, the authors analyse the students' answers and comments and also suggest how to work with pre-service teachers to make them more sensitive to the selection of online materials.

Název v anglickém jazyce

Use of Electronic Resources in Content and Language Integrated Learning (CLIL): Pre-Service Teachers' Perspective

Popis výsledku anglicky

The paper presents a qualitative research study conducted with pre-service teachers of mathematics. The study is based on questionnaires given to future teachers of mathematics who enrolled in the course of teaching mathematics through CLIL (Content and Language Integrated Learning) i.e. teaching mathematics in English to non-native speakers) and joint reflection with all students as a group. The aim of the study is to find out what online and electronic materials future CLIL teachers find useful, how they propose they should be used and modified for the needs of CLIL classrooms. The items in the questionnaire and the joint reflection focused on the selection of online resources, the students' vision of their modification for the specific environment of CLIL lessons, on the differences and commonalities when planning a CLIL lesson with and without e-learning support. In the paper, the authors analyse the students' answers and comments and also suggest how to work with pre-service teachers to make them more sensitive to the selection of online materials.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název statě ve sborníku

PROCEEDINGS OF THE 14TH EUROPEAN CONFERENCE ON R-LEARNING (ECEL 2015)

ISBN

978-1-910810-72-9

ISSN

2048-8637

e-ISSN

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Počet stran výsledku

7

Strana od-do

410-416

Název nakladatele

University of Hertfordshire

Místo vydání

Hatfield

Místo konání akce

Hatfield, UK

Datum konání akce

29. 10. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000371972900054