Higher order thinking skills in CLIL lesson plans of pre-service teachers
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10364848" target="_blank" >RIV/00216208:11410/17:10364848 - 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
Higher order thinking skills in CLIL lesson plans of pre-service teachers
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) to pupils up to the age of 12. The paper presents results of a detailed analysis of preservice teachers' mathematics lesson plans developed within the frame of an undergraduate course at the Faculty of Education, Charles University. In the research study reported in this paper the authors focus on how higher order thinking skills and their development are addressed in the lesson plans and whether the pre-service teachers are aware of the need to target more than just lower order thinking skills. Development of higher order thinking skills might be more intricate when teaching in a non-mother tongue but must never be given up entirely. 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
Higher order thinking skills in CLIL lesson plans of pre-service teachers
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) to pupils up to the age of 12. The paper presents results of a detailed analysis of preservice teachers' mathematics lesson plans developed within the frame of an undergraduate course at the Faculty of Education, Charles University. In the research study reported in this paper the authors focus on how higher order thinking skills and their development are addressed in the lesson plans and whether the pre-service teachers are aware of the need to target more than just lower order thinking skills. Development of higher order thinking skills might be more intricate when teaching in a non-mother tongue but must never be given up entirely. 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 International Symposium on Elementary Maths Teaching SEMT ‘17
ISBN
978-80-7290-955-1
ISSN
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e-ISSN
neuvedeno
Počet stran výsledku
10
Strana od-do
336-345
Název nakladatele
Karlova univerzita, Pedagogická fakulta
Místo vydání
Prague, Czech Republic
Místo konání akce
Prague, Czech Republic
Datum konání akce
20. 8. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000432421100035