Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach

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Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach. / Daryai-Hansen, Petra; Lefever, Samúel; Rimšāne, Inta.

I: International Journal of Bias, Identity and Diversities in Education, Bind 4, Nr. 2, 2019, s. 28-42.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Daryai-Hansen, P, Lefever, S & Rimšāne, I 2019, 'Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach', International Journal of Bias, Identity and Diversities in Education, bind 4, nr. 2, s. 28-42. https://doi.org/10.4018/IJBIDE.2019070103

APA

Daryai-Hansen, P., Lefever, S., & Rimšāne, I. (2019). Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach. International Journal of Bias, Identity and Diversities in Education, 4(2), 28-42. https://doi.org/10.4018/IJBIDE.2019070103

Vancouver

Daryai-Hansen P, Lefever S, Rimšāne I. Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach. International Journal of Bias, Identity and Diversities in Education. 2019;4(2):28-42. https://doi.org/10.4018/IJBIDE.2019070103

Author

Daryai-Hansen, Petra ; Lefever, Samúel ; Rimšāne, Inta. / Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach. I: International Journal of Bias, Identity and Diversities in Education. 2019 ; Bind 4, Nr. 2. s. 28-42.

Bibtex

@article{e9945bd167694742be2489fb5716c9c6,
title = "Teachers{\textquoteright} Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach",
abstract = "This article presents findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers{\textquoteright} attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, we will present data from the teachers{\textquoteright} survey at the beginning of the project, the teachers{\textquoteright} interim survey and the focus group interviews at the end of the project.",
author = "Petra Daryai-Hansen and Sam{\'u}el Lefever and Inta Rim{\v s}āne",
year = "2019",
doi = "10.4018/IJBIDE.2019070103",
language = "English",
volume = "4",
pages = "28--42",
journal = "International Journal of Bias, Identity and Diversities in Education",
issn = "2379-7363",
publisher = "Idea Group Publishing",
number = "2",

}

RIS

TY - JOUR

T1 - Teachers’ Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach

AU - Daryai-Hansen, Petra

AU - Lefever, Samúel

AU - Rimšāne, Inta

PY - 2019

Y1 - 2019

N2 - This article presents findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers’ attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, we will present data from the teachers’ survey at the beginning of the project, the teachers’ interim survey and the focus group interviews at the end of the project.

AB - This article presents findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers’ attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, we will present data from the teachers’ survey at the beginning of the project, the teachers’ interim survey and the focus group interviews at the end of the project.

U2 - 10.4018/IJBIDE.2019070103

DO - 10.4018/IJBIDE.2019070103

M3 - Journal article

VL - 4

SP - 28

EP - 42

JO - International Journal of Bias, Identity and Diversities in Education

JF - International Journal of Bias, Identity and Diversities in Education

SN - 2379-7363

IS - 2

ER -

ID: 213333276