Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach
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Título: | Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach |
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Autor/es: | Morell, Teresa | Aleson-Carbonell, Marian | Escabias Lloret, Pilar |
Grupo/s de investigación o GITE: | Adquisición y Enseñanza de Segundas Lenguas y Lenguas Extranjeras de la Universidad de Alicante (ACQUA) | Inglés Profesional y Académico (IPA) | Lexicología de los Lenguajes para Fines Específicos y Enseñanza del Léxico (LEXESP) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Filología Inglesa |
Palabras clave: | English-medium instruction | Professional development | Digital support | Linguistic training | Pedagogical training | Mentoring |
Área/s de conocimiento: | Filología Inglesa |
Fecha de publicación: | 23-mar-2022 |
Editor: | Routledge |
Cita bibliográfica: | Innovation in Language Learning and Teaching. 2022, 16(4-5): 392-411. https://doi.org/10.1080/17501229.2022.2052298 |
Resumen: | Purpose: The purpose of this study is to present Prof-teaching, an English-medium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. Design/methodology/approach: In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module. Findings and originality/value: The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English. |
URI: | http://hdl.handle.net/10045/122427 |
ISSN: | 1750-1229 (Print) | 1750-1237 (Online) |
DOI: | 10.1080/17501229.2022.2052298 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2022 Informa UK Limited, trading as Taylor & Francis Group |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1080/17501229.2022.2052298 |
Aparece en las colecciones: | INV - ACQUA - Artículos de Revistas INV - IPA - Artículos de Revistas Nacionales e Internacionales INV - LEXESP - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Morell_etal_2022_InnoLangLearnTeach_final.pdf | Versión final (acceso restringido) | 3,77 MB | Adobe PDF | Abrir Solicitar una copia |
Morell_etal_2022_InnoLangLearnTeach_preprint.pdf | Preprint (acceso abierto) | 1,39 MB | Adobe PDF | Abrir Vista previa |
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