This reports is about content and language integrated learning (CLIL) in multilingual primary classrooms. While in theory CLIL offers many opportunities for inclusive education in multilingual settings, questions remain as to how integrated language teaching can be realised, and what teacher knowledge is required for this. This research used a CLIL Teaching Wall activity and interviews with UK and Dutch primary school teachers to capture teacher knowledge underlying decision-making in actual multilingual classrooms. The report presents a framework of CLIL teacher knowledge that emerged from this work.
This study investigates the knowledge that experienced teachers draw on when fostering students’ reflections. Reflective skills are crucial for advancing students’ learning. In order to promote students’ reflection productively, extensive support and scaffolding from teachers is indispensible. However, teachers are in need of more guidance in this area. To inspire pedagogies for teacher training, this study provides insight into the knowledge that teachers employ when they are engaged with promoting their students to reflect. Video vignette interviews were administered to 36 teachers in secondary vocational education for nursing to elicit their knowledge. Interview transcripts were coded using categories for assessing teachers’ curricular, pedagogical and instructional knowledge. To investigate relations between the elements of teachers’ knowledge, we performed a lag-sequential analysis that enables statistical testing of observed sequences of categorised events. Four salient relations between elements of teacher knowledge emerged: (1) instructional knowledge as instrumental to construing pedagogical knowledge; (2) instructional knowledge contingent on pedagogical knowledge; (3) instructional knowledge and curricular knowledge related to fostering critical reflection; and (4) instructional knowledge and curricular knowledge related to fostering planning. Implications for teacher training are discussed. https://doi.org/10.1080/02671522.2016.1225790
MULTIFILE
This paper starts with the explanation of the research rationale of the professorship. Subsequently, an exploration of the research agenda is provided, focusing on the two core research themes of the professorship: transformational content strategy and transformational content design. Within this section, knowledge gaps will be identified and examples will be presented of research projects related to each theme. Finally, light will be shed on the research approach, offering a brief overview of the theoretical approach, research methodology, and expected impact.
