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Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies
ID
Bergroth, Mari
(
Avtor
),
ID
Llompart, Júlia
(
Avtor
),
ID
Pepiot, Nathalie
(
Avtor
),
ID
van der Worp, Karin
(
Avtor
),
ID
Dražnik, Tjaša
(
Avtor
),
ID
Sierens, Sven
(
Avtor
)
PDF - Predstavitvena datoteka,
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(194,37 KB)
MD5: 4538D49D101C4A88181278BA47A06FEA
URL - Izvorni URL, za dostop obiščite
https://journals.sagepub.com/doi/10.1177/14749041211012500
Galerija slik
Izvleček
This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.
Jezik:
Angleški jezik
Ključne besede:
teacher education
,
linguistics
,
initial teacher education
,
multilingual pedagogies
,
linguistically sensitive teaching
,
ideological spaces
,
implementational spaces
,
European Union
Vrsta gradiva:
Članek v reviji
Tipologija:
1.01 - Izvirni znanstveni članek
Organizacija:
PEF - Pedagoška fakulteta
Status publikacije:
Objavljeno
Različica publikacije:
Objavljena publikacija
Leto izida:
2022
Št. strani:
Str. 801–821
Številčenje:
Vol. 21, iss. 5
PID:
20.500.12556/RUL-141455
UDK:
37.011.3-051:81
ISSN pri članku:
1474-9041
DOI:
10.1177/14749041211012500
COBISS.SI-ID:
62396931
Datum objave v RUL:
29.09.2022
Število ogledov:
485
Število prenosov:
79
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Gradivo je del revije
Naslov:
European educational research journal
Skrajšan naslov:
EERJ
Založnik:
SAGE, European Educational Research Association
ISSN:
1474-9041
COBISS.SI-ID:
7918921
Licence
Licenca:
CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
Povezava:
http://creativecommons.org/licenses/by/4.0/deed.sl
Opis:
To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.
Sekundarni jezik
Jezik:
Slovenski jezik
Ključne besede:
izobraževanje učiteljev
,
etika
,
poučevanje
,
učitelj začetnik
Projekti
Financer:
EC - European Commission
Program financ.:
ERASMUS+, Key Action 3 – Support for Policy Reform – Policy Experimentations
Številka projekta:
606695-EPP-1-2018-2-FI-EPPKA3-PI-POLICY
Naslov:
Linguistically Sensitive Teaching in All Classrooms
Akronim:
LISTIAC
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