| Title |
Avenues for peer development in cross-subject teams / |
| Another Title |
Lygiavertės profesinio tobulėjimo galimybės dirbant tarpdalykinėse komandose. |
| Authors |
Valiukienė, Roma |
| DOI |
10.15388/Verb.2013.4.4990 |
| Full Text |
|
| Is Part of |
Verbum.. Vilnius : Vilniaus universiteto leidykla. 2013, t. 4, p. 134-143.. ISSN 2029-6223. eISSN 2538-8746 |
| Keywords [eng] |
collaborative work ; professional intellect ; creativity ; innovation ; teaching culture |
| Abstract [eng] |
Competitive university environments require teaching professionals to perform a dual role of educators and scientists equally effectively. While recognized scientific minds are openly appreciated, their training practices may remain questionable, which eventually not only demotivates students or challenges the teachers’ professional self-esteem but also fails to respond to the growing demands of multi-cultural training. Moreover, subject teachers are directed to revisit own programmes and venture forth into methodologies promoting integrated content and language learning. To accomplish the CLIL task, such educators require mastering foreign language teaching methodologies and applying them appropriately in their subject classes. In both provinces, content professionals are presupposed to have internal willingness to collaborate with foreign language specialists since the latter have traditionally been at the forefront of methodological innovation. By reflecting on the experiences of the CLIL project implemented in Vilnius University, the paper examines ways how CLIL subject professionals can productively collaborate in informal settings. Since the circumstances in which CLIL subject teachers work in schools and in universities provide many parallels, observations are made regarding applicability of each collaboration mechanism in both. It is ascertained that mutually beneficial practices can be applied with fewer obstacles in secondary schools (e.g. dialogic peer observation, the Critical Incident Technique, T-teams or Mutual Supervision) due to the fact that teachers are more interdependent there and they tend to assist peers internally. In the university context, however, much reservation and reluctance can be observed to move away from conventional solo practices, which suggest that external pressure should be exerted in order to stimulate more productive teamwork. |
| Published |
Vilnius : Vilniaus universiteto leidykla |
| Type |
Journal article |
| Language |
English |
| Publication date |
2013 |
| CC license |
|
