Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Laurent Cammarata, T.J. Ó Ceallaigh
págs. 153-161
Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process
Peichang He, Angel M. Y. Lin
págs. 162-188
In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching
Laurent Cammarata, Martine Cavanagh
págs. 189-217
Unpacking dimensions of immersion teacher educator identity
Aisling Leavy, Mairead Hourigan, T.J. Ó Ceallaigh
págs. 218-243
Teacher adaptations to support students with special education needs in French immersion: An observational study
Callie Mady
págs. 244-268
Diane J. Tedick, Caleb Zilmer
págs. 269-294
“It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schools
Laoise Ní Thuairisg
págs. 295-320
The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio
Stephanie Arnott, Marie-Josée Vignola
págs. 321-345