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Volume 13, Issue 1
  • ISSN 2212-8433
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Abstract

Abstract

This study delves into immersion competencies within secondary education, specifically focusing on transformative professional development in Home Economics pedagogical integration. Specifically, this paper investigates how six teacher participants, in the education context in Ireland, acquired the necessary competencies for meaningful language integration, as outlined by the IPACK framework. In addition, the role of a bespoke professional development programme in fostering such competencies was examined. Through qualitative action research design, data collection tools such as classroom observations, stimulated recall interviews, questionnaires, and reflective diaries were employed. Findings demonstrated evident evolvement of participants’ pedagogical approach of Form-Focused Instruction and contributed to understanding the intricacies of immersion competencies at secondary level, highlighting their interdependence as a prerequisite for effective pedagogical integration. Implications suggest the need for targeted professional development initiatives to empower teachers with the competencies necessary for effective integration of content and language pedagogies.

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2024-08-29
2025-04-23

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Exploring immersion competencies in secondary education
Journal of Immersion and Content-Based Language Education 13, 138 (2025); https://doi.org/10.1075/jicb.24013.nid
/content/journals/10.1075/jicb.24013.nid
/content/journals/10.1075/jicb.24013.nid
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  • Article Type: Research Article
Keyword(s): content and language integration; I-PCK; immersion education; IPACK; teacher professional development

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