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  • The current influence of the CEFR in secondary education: teachers’ perceptions /
Tác giả CN Díez-Bedmar, María Belén
Nhan đề The current influence of the CEFR in secondary education: teachers’ perceptions / María Belén Díez-Bedmar, Michael Byram
Thông tin xuất bản 2019
Mô tả vật lý p.1-15
Tóm tắt The Common European Framework of Reference for Languages (CEFR) began to have an influence on language teaching some 20 years ago. However, in spite of the title referring to learning, teaching and assessment of languages, the CEFR has had a far more pronounced impact on language testing than on any other aspect of language learning/teaching. In contrast, this article focuses on the impact of the CEFR on teachers by analysing the beliefs about and perceptions of the CEFR held by a group of Spanish teachers about to take a Masters course module on the CEFR. A 35-item questionnaire was administered to these in-service teachers online to analyse their familiarity with the CEFR, their perceptions of the impact of the CEFR and their knowledge of the contents of the CEFR. The analysis shows that teachers’ degree of familiarity with the CEFR as a whole was superficial. They reported a high degree of familiarity with levels of competences, but limited knowledge of changes that the CEFR proposes, despite the fact that they perceived the general impact of the CEFR on syllabi, curricula and methods to be substantial. There are clear implications for teacher education to ensure more thorough understanding of the CEFR.
Đề mục chủ đề Language Learning--Secondary education
Thuật ngữ không kiểm soát Giáo viên
Thuật ngữ không kiểm soát Bài giảng
Thuật ngữ không kiểm soát CEFR
Thuật ngữ không kiểm soát Secondary education
Thuật ngữ không kiểm soát Giáo dục phổ thông cơ sở
Thuật ngữ không kiểm soát In-service teachers
Thuật ngữ không kiểm soát Teacher thinking
Thuật ngữ không kiểm soát Curriculum
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
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044 |aenk
1001 |aDíez-Bedmar, María Belén
24510|aThe current influence of the CEFR in secondary education: teachers’ perceptions / |cMaría Belén Díez-Bedmar, Michael Byram
260|c2019
30010|ap.1-15
520 |aThe Common European Framework of Reference for Languages (CEFR) began to have an influence on language teaching some 20 years ago. However, in spite of the title referring to learning, teaching and assessment of languages, the CEFR has had a far more pronounced impact on language testing than on any other aspect of language learning/teaching. In contrast, this article focuses on the impact of the CEFR on teachers by analysing the beliefs about and perceptions of the CEFR held by a group of Spanish teachers about to take a Masters course module on the CEFR. A 35-item questionnaire was administered to these in-service teachers online to analyse their familiarity with the CEFR, their perceptions of the impact of the CEFR and their knowledge of the contents of the CEFR. The analysis shows that teachers’ degree of familiarity with the CEFR as a whole was superficial. They reported a high degree of familiarity with levels of competences, but limited knowledge of changes that the CEFR proposes, despite the fact that they perceived the general impact of the CEFR on syllabi, curricula and methods to be substantial. There are clear implications for teacher education to ensure more thorough understanding of the CEFR.
65000|aLanguage Learning|xSecondary education
6530 |aGiáo viên
6530 |aBài giảng
6530 |aCEFR
6530 |aSecondary education
6530 |aGiáo dục phổ thông cơ sở
6530 |aIn-service teachers
6530 |aTeacher thinking
6530 |aCurriculum
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 1/2019
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