Fernando Beltrán-Llavador
Biographic Data
| ID | 6659233 |
|---|---|
| NAME | Fernando Beltrán-Llavador |
| GIVEN NAMES | Fernando |
| FAMILY NAME | Beltrán-Llavador |
| SIGNATURE | BELTRÁN-LLAVADOR F |
| AFFILIATIONS | Universidad de Salamanca |
| ORCID | 0000-0001-8797-522X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Training priorities in primary education bilingual programmes in Spain
Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question.…
Key issues in teachers’ assessment of primary education bilingual programs in Spain
Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on …
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
Key issues in teachers’ assessment of primary education bilingual programs in Spain
Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on …
Training priorities in primary education bilingual programmes in Spain
Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question.…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Bilingual education (2 works) · Medical education (2 works) · Medicine (2 works) · Primary education (2 works) · Computer Science (1 work) · Educational Technology in Learning (1 work)