HOW DO PRE-SERVICE TEACHERS OF MATHEMATICS PLAN THEIR CLIL MATHEMATICS LESSONS?
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10364543" target="_blank" >RIV/00216208:11410/17:10364543 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
HOW DO PRE-SERVICE TEACHERS OF MATHEMATICS PLAN THEIR CLIL MATHEMATICS LESSONS?
Popis výsledku v původním jazyce
The paper focuses on skills of future teachers of mathematics when planning CLIL lessons (Content and Language Integrated Learning, i.e. partly in a non-mother tongue) on primary and lower secondary school levels. The paper is based on a detailed analysis of pre-service teachers' mathematics lesson plans developed within the frame of an undergraduate course at Faculty of Education, Charles University. The authors of the paper look at the selection of topics the students find appropriate for a CLIL lesson, for the scope of activities they include, on how they cope with tackling both the language and mathematics goals of the lesson, to how much attention they pay to the 4 Cs of CLIL (communication, cognition, content, culture) etc. The findings from this analysis are of interest to teacher educators in general, to researchers interested in CLIL as well as to practicing teachers.
Název v anglickém jazyce
HOW DO PRE-SERVICE TEACHERS OF MATHEMATICS PLAN THEIR CLIL MATHEMATICS LESSONS?
Popis výsledku anglicky
The paper focuses on skills of future teachers of mathematics when planning CLIL lessons (Content and Language Integrated Learning, i.e. partly in a non-mother tongue) on primary and lower secondary school levels. The paper is based on a detailed analysis of pre-service teachers' mathematics lesson plans developed within the frame of an undergraduate course at Faculty of Education, Charles University. The authors of the paper look at the selection of topics the students find appropriate for a CLIL lesson, for the scope of activities they include, on how they cope with tackling both the language and mathematics goals of the lesson, to how much attention they pay to the 4 Cs of CLIL (communication, cognition, content, culture) etc. The findings from this analysis are of interest to teacher educators in general, to researchers interested in CLIL as well as to practicing teachers.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
Proceedings of the 14th International Conference Efficiency and Responsibility in Education 2017
ISBN
978-80-213-2762-7
ISSN
2336-744X
e-ISSN
neuvedeno
Počet stran výsledku
8
Strana od-do
262-269
Název nakladatele
Czech University of Life Sciences Prague
Místo vydání
Prague, Czech Republic
Místo konání akce
Prague, Czech Republic
Datum konání akce
8. 6. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000409038600033