Teaching English Out-of-Field in Primary School: Differences in Professional Characteristics and Effects on Self-Assessed Instructional Quality

Author:

Porsch RaphaelaORCID,Wilden EvaORCID

Funder

University of Limerick

Publisher

Springer Nature Singapore

Reference42 articles.

1. Barucki, H., Bliesener, U., Börner, O., Böttger, H., Hoffmann, I.-B., Kierepka, A., Kronisch, I., Legutke, M., Lohmann, C., Müller, T., & Schlüter, N. (2015). Der Lernstand im Englischunterricht am Ende von Klasse 4 – Ergebnisse der BIG-Studie. Domino.

2. Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project (pp. 25–48). Springer. https://doi.org/10.1007/978-1-4614-5149-5_2

3. Brophy, J. (1999). Teaching. International Academy of Education.

4. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment (CEFR). Council of Europe.

5. Deters-Philipp, A.-C. (2018). Lehrersprache im Englischunterricht an deutschen Grundschulen. Eine Interviewstudie mit Lehrkräften. Waxmann.

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