Collaborative Professional Development in English Medium Instruction

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Campo DC	Valore
dc.identifier	ECF_article_15411
dc.title	Collaborative Professional Development in English Medium Instruction
dc.contributor.author	Di Sabato Bruna
dc.contributor.author	Hughes Brownen
dc.contributor.author	Macaro Ernesto
dc.publisher	Edizioni Ca’ Foscari - Venice University Press, Fondazione Università Ca’ Foscari
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2024/1/collaborative-professional-development-in-english/
dc.description.abstract	In recent years, the need for focused student‑centred teaching in general, and greater and higher quality interaction in particular, has been widely recognized. However, for this to occur in the field of EMI, it is believed that teachers need to undertake some re‑examination of their teaching approaches and/or professional development. The present study carried out in Italy by means of a data‑driven research protocol aims to investigate and improve the professional development of EMI teachers. Results and conclusions will hopefully contribute to further enrich the knowledge‑base of researchers and practitioners working in the field.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 13 \| Num. 1 \| Marzo 2024
dc.issued	2024-03-22
dc.dateAccepted	2024-02-11
dc.dateSubmitted	2023-03-07
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2024/01/003
dc.peer-review	yes
dc.subject	Collaborative professional development
dc.subject	EMI
dc.subject	Higher education
dc.subject	Teacher/student interaction
dc.subject	Teaching strategies

Articolo
open access peer reviewed

Bruna Di Sabato Università degli Studi Suor Orsola Benincasa di Napoli, Italia

Brownen Hughes Università di Napoli Parthenope, Italia

Ernesto Macaro University of Oxford, United Kingdom

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abstract

In recent years, the need for focused student‑centred teaching in general, and greater and higher quality interaction in particular, has been widely recognized. However, for this to occur in the field of EMI, it is believed that teachers need to undertake some re‑examination of their teaching approaches and/or professional development. The present study carried out in Italy by means of a data‑driven research protocol aims to investigate and improve the professional development of EMI teachers. Results and conclusions will hopefully contribute to further enrich the knowledge‑base of researchers and practitioners working in the field.

Pubblicato

22 Marzo 2024

Accettato

11 Febbraio 2024

Presentato

07 Marzo 2023

Lingua

Keywords: Collaborative professional development • EMI • Higher education • Teaching strategies • Teacher/student interaction

permalink http://doi.org/10.30687/ELLE/2280-6792/2024/01/003

Copyright: © 2024 Bruna Di Sabato, Brownen Hughes, Ernesto Macaro. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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