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2. Work-Life Balance and the Canadian Teaching Profession - ed

   files.eric.ed.gov/fulltext/ED546884.pdf

   a literature review on teacher workload prepared by Calgary Public Teachers ATA Local 38 and the Alberta Teachers’ Association for a study of the work-life of Calgary public school teachers, the authors note that: Studies from across Canada consistently show that teachers work an average of 50 to 55 hours per week.

3. American Association of Teachers of Spanish and Portuguese

   en.wikipedia.org/wiki/American_Association_of...

   www .aatsp .org. The American Association of Teachers of Spanish and Portuguese is a language-specific professional association in the United States that was founded on December 29, 1917, in New York City as the American Association of Teachers of Spanish. The name was changed to the present one when Portuguese was added to the association's ...

4. Substitute teacher - Wikipedia

   en.wikipedia.org/wiki/Substitute_teacher

   A substitute teacher is a person who teaches a school class when the regular teacher is absent or unavailable; e.g., because of illness, personal leave, maternal leave and so on. "Substitute teacher" (usually abbreviated as sub) is the most commonly used phrase in the United States, South Africa, Canada (except Ontario and New Brunswick [1 ...

5. Instituto Cervantes - Wikipedia

   en.wikipedia.org/wiki/Instituto_Cervantes

   Alcalá, 49. Madrid. Instituto Cervantes ( Spanish: [instiˈtuto θerˈβantes], the Cervantes Institute) is a worldwide nonprofit organization created by the Spanish government in 1991. [2] It is named after Miguel de Cervantes (1547–1616), the author of Don Quixote and perhaps the most important figure in the history of Spanish literature.

6. A tension for Spanish teachers’ professional development ...

   files.eric.ed.gov/fulltext/EJ834143.pdf

   percent of Spanish teachers stated that their oral proficiency was basic, 25 percent stated that it was efficient, 20 percent stated that they were fluent, and 14 percent stated that they were very fluent1. It would be imperative to understand more about Spanish teachers’ levels of proficiency in order to prepare PD adequately for the group.

7. From ELLs to Bilingual Teachers

   files.eric.ed.gov/fulltext/EJ1162651.pdf

   MULTICULTURAL EDUCATION 18 Research and subsequent preparation as bilingual teachers (Dewey, 1933; Freire, 1990; Shor & Freire, 1987). Our intent was to have Spanish-En-glish bilingual-bicultural Latino teachers question and reflect upon the linguistic, social, and political contexts of their schol - arization. These teachers were challenged