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CLIL Teacher training at the UPCT: present and future within the EHEA

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CLIL Teacher training at the UPCT: present and future within the EHEA

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dc.contributor.author Rea Rizzo, Camino es_ES
dc.contributor.author Carbajosa Palmero, Natalia es_ES
dc.date.accessioned 2020-02-25T09:10:42Z
dc.date.available 2020-02-25T09:10:42Z
dc.date.issued 2014-12-26 es_ES
dc.identifier.issn 1887-4592 es_ES
dc.identifier.uri http://hdl.handle.net/10251/137714
dc.description.abstract [EN] Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future persp es_ES
dc.description.abstract [ES] Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future persp es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
dc.subject CLIL es_ES
dc.subject Teacher training es_ES
dc.subject Professional English es_ES
dc.subject Academic English es_ES
dc.subject Teaching innovation es_ES
dc.subject Higher Education es_ES
dc.subject Formación del profesorado es_ES
dc.subject Inglés profesional es_ES
dc.subject Inglés académico es_ES
dc.subject Innovación educativa es_ES
dc.subject Educación superior es_ES
dc.title CLIL Teacher training at the UPCT: present and future within the EHEA es_ES
dc.title.alternative Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2014.5628 es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Rea Rizzo, C.; Carbajosa Palmero, N. (2014). CLIL Teacher training at the UPCT: present and future within the EHEA. REDU. Revista de Docencia Universitaria. 12(4):377-393. https://doi.org/10.4995/redu.2014.5628 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2014.5628 es_ES
dc.description.upvformatpinicio 377 es_ES
dc.description.upvformatpfin 393 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 12 es_ES
dc.description.issue 4 es_ES
dc.identifier.eissn 1887-4592 es_ES
dc.relation.pasarela OJS\5628 es_ES
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