Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program

• Published in: Teaching and teacher education Vol. 112; p. 103626
• Main Authors: Wildeman, Elly, Koopman, Maaike, Beijaard, Douwe
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2022
• Subjects: Integrated language teaching; Professional development; Teacher behaviour; Teachers' practical knowledge; Teachers' subject-specific language awareness; Vocational education; Teacher behaviour; Teachers' practical knowledge; Professional development; Teachers' subject-specific language awareness; Integrated language teaching; Vocational education
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2021.103626

This study reports on a Professional Development Program (PDP) designed to raise teachers' subject-specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observations, and video-stimulated interviews. The PDP resulted in change in both teachers' subject-specific language awareness and related teaching behaviour. Teachers' sense of responsibility to address students' language learning appeared to be relevant for teachers' change of behaviour. •The PDP successfully changed teachers' practical knowledge and teaching behaviour.•Teachers became more aware about addressing subject-specific language while teaching.•More teachers used strategies to stimulate students' productive language use.•The relation between change in teachers' practical knowledge and behaviour is complex.