Teaching collaboration and feedback supported by CLIL as a development to the pre-service teacher identity
This research article explores the influence of collaborative peer work and feedback on teacher identity development within a CLIL (Content and Language Integrated Learning) framework. Based on qualitative methods, we examine how pre-service and in-service teachers engage in collaborative materials...
- Autores:
-
Velandia Rozo, Juan Fernando
Pérez Descans, Manuela
- Tipo de recurso:
- https://purl.org/coar/resource_type/c_7a1f
- Fecha de publicación:
- 2024
- Institución:
- Universidad El Bosque
- Repositorio:
- Repositorio U. El Bosque
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unbosque.edu.co:20.500.12495/13168
- Acceso en línea:
- https://hdl.handle.net/20.500.12495/13168
- Palabra clave:
- Identidad
Trabajo colaborativo
Materiales
Retroalimentación
Metodología
370.1175
Identity
Collaborative work
Materials
Feedback
Methodology
- Rights
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional