Content and language integrated learning in technical vocational education: teachers’ practical knowledge and teaching behaviour-Reference-Cited by-同舟云学术

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Content and language integrated learning in technical vocational education: teachers’ practical knowledge and teaching behaviour

Published:2021-03-26 Issue: Volume: Page:1-22
ISSN:1363-6820
Container-title:Journal of Vocational Education & Training
language:en
Short-container-title:Journal of Vocational Education & Training

Author:

Wildeman Elly¹²^ORCID,Koopman Maaike³,Beijaard Douwe²

Affiliation:

1. Department of Teacher Education, Fontys University of Applied Sciences for Teacher Education, Tilburg, The Netherlands

2. Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands

3. Research Centre for Learning and Innovation, HU University of Applied Sciences Utrecht, Utrecht, The Netherlands

Funder

Netherlands Organisation for Scientific Research

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13636820.2021.1899269

Reference46 articles.

1. Auditing Quality of Research in Social Sciences

2. Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher

3. Teacher Language Awareness

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1. Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education;Linguistics and Education;2024-04

2. The transformative cognition of English as a Foreign Language student teachers’ personal practical knowledge;Frontiers in Psychology;2023-10-10

3. Today’s Approach to the Problem of Forming Communicative Competence of the Individual;Revista Romaneasca pentru Educatie Multidimensionala;2022-09-02

4. Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program;Teaching and Teacher Education;2022-04

5. THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR;E+M Ekonomie a Management;2022-03

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