12 Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Acknowledgements xv
5. Foreword xvii
6. Introduction: A Proposal for Change in Content and Language Integrated Teacher Education 1
7. Part 1 Practices in Content-Based Teacher Education
8. 1 Building Teachers’ Knowledge of Cognitive Discourse Functions to Integrate Content and Language 19
9. 2 Learning Content and Language Integration: Assessing the Effectiveness of In-Service Professional Development for Immersion Teachers 42
10. 3 Teacher Preparation for the Integration of Language and Literacy in the Disciplines: Challenges and Possibilities for Canadian French Immersion 64
11. 4 Faculty Engagement and Content-Based Language Education: An Appreciative Inquiry Approach to French Teacher Education in Western Canada 83
12. Part 2 Teachers’ Perspectives on Professional Development
13. 5 The Impact of CLIL Teacher Professional Development on Teacher Change in Asian Contexts: An Awareness-Knowledge-Practice-Research Model 103
14. 6 Triggering Teacher Identity Reconfiguration in Secondary Immersion 129
15. 7 Professional Development and Teacher Content- Language Awareness in Canadian French Immersion 150
16. 8 Teacher Perception of the Link Between Professional Learning and Professional Identities and Confidence in Integrating Content and Language 170
17. 9 South African Content Teachers’ Experiences: Integrating English Across the Curriculum as a Continuous Professional Development Practice 190
18. 10 Creating Bilingual Space: Translanguaging as a Pedagogical Choice for Tertiary CLIL 214
19. Part 3 Teacher-Researcher Collaborations
20. 11 Professional Co-Development of CLIL Teachers and Teacher Educators in Collaborative Action Research: Thematic-Pattern-Based ‘Concept + Language Mapping’ 233
21. 12 Increasing the Knowledge Base of Teacher Educators through Teacher-Researcher Collaboration 264
22. 13 Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration 283
23. 14 Redesigning Pedagogical Materials for Content and Language Integration: A Materials Perspective for Secondary Dual Language and Immersion Teacher Professional Development 306
24. 15 Promoting CLIL Teacher Development through a Materials-Driven Model of Teacher-Researcher Collaboration: A Case Study 329
25. Index 349