A Reflective Clil Teacher: A Way to Enrich the Clil Teaching Professional Practice in the Polish Context (Language Learning and Multilingualism, 2)

A comprehensive coverage of a CLIL teacher’s features, their attitudes to the approach, teaching methodology, assessment, materials development, cooperation with other CLIL and non-CLIL teachers, professional development, expectations, beliefs, positive and negative emotions experienced in relation to CLIL. Contents Acknowledgements Tables and Figures Tables Figures Introduction Chapter 1 Reflection and a Reflective Teacher Introduction 1.1 Criteria of Reflection 1.2 Levels of Reflection 1.3 Models of Reflection 1.4 Types of Reflection 1.5 Varieties of Teacher Reflective Practice 1.6 Elements of Reflection 1.7 Reflection as a Problem Solving and Professional Development Strategy 1.8 Dimensions of Reflection 1.9 Breadth and Depth Reflection 1.10 A Reflective Teacher 1.10.1 Teacher’s Personality in the Reflection Process 1.10.2 Teacher’s Values in the Reflection Process 1.10.3 Teacher’s Emotions in the Reflection Process 1.11 Conclusion Chapter 2 A CLIL Teacher Introduction 2.1 CLIL Teacher Characteristics 2.2 Teaching in CLIL 2.3 Materials Development 2.4 Methods of Assessment 2.5 Cooperation 2.6 Professional Development: Holistic and Practical Model for CLIL Teachers 2.7 Beliefs and Expectations 2.8 CLIL in the Context of Polish Education 2.9 Research on the CLIL Teacher 2.10 Conclusion Chapter 3 Research on a Reflective CLIL Teacher: A Pilot Study Introduction 3.1 Research Questions 3.2 Research Instruments 3.2.1 Questionnaire 3.2.2 Interview 3.3 Research participants 3.3.1 Questionnaire Participants 3.3.2 Interview Participants 3.4 Research Implementation 3.5 Results and Findings 3.5.1 Questionnaire: Character Strengths and Virtues 3.5.2 Interview: CLIL Teachers’ Emotions 3.5.3 Interview: CLIL teachers’ Perceptions of Success and Failure 3.6 Changes Introduced into Further Research 3.7 Conclusion Chapter 4 Research on a Reflective CLIL Teacher: Main Study Introduction 4.1 Research Questions 4.2 Research Instruments 4.2.1 Questionnaire 4.2.2 Interview 4.2.3 Diary 4.3 Research Participants 4.3.1 Questionnaire Participants 4.3.2 Interview and Diary Participants 4.4 Research Implementation 4.5 Methodological and Ethical Challenges 4.6 Results and Findings 4.6.1 Outline of the Analysis 4.6.2 Research Questionnaire: An Analysis of Data 4.6.2.1 Whole-heartedness 4.6.2.2 Directness 4.6.2.3 Open-mindedness 4.6.2.4 Responsibility 4.6.2.5 Curiosity 4.6.2.6 Desire for Growth 4.7.2.7 Realness 4.6.2.8 Humility/Modesty 4.6.2.9 Lovingness 4.6.2.10 Courage 4.6.2.11 Tolerance 4.6.2.12 Decisiveness 4.6.2.13 Perseverance 4.6.3 Interviews and Diaries: An Analysis of Data 4.6.3.1 Attitude 4.6.3.2 Methods, Techniques and Activities 4.6.3.3 Teaching Materials 4.6.3.4 Assessment 4.6.3.5 Cooperation with other Teachers 4.6.3.6 Professional Development 4.6.3.7 Expectations 4.7 Discussion 4.8 Conclusion Chapter 5 Conclusions, Implications, Limitations and Further Research 5.1 Future Implications 5.2 Limitations of the Research 5.3 Suggestions for Further Research Appendix A Questionnaire (Pilot Study and Main Study) Appendix B Interview Questions (Pilot Study) Appendix C Interview Questions (Main Study) Appendix D A Diary (Main Study) References Index