Online education for teachers of English as a global language
著者
書誌事項
Online education for teachers of English as a global language
(Routledge studies in applied linguistics)
Routledge, 2020
- : hbk
大学図書館所蔵 全10件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective.
Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns.
Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.
目次
Contributor Biographies
1. Introduction
Part I: Paradigm Shifts and Best Practices
2. Preparing K-12 Teachers for Effective Instruction of English Learners: The Transformation of a Purdue University Online Language Teacher Education Program
3. Practicums in Online Language Teacher Education: Instructors' Perceptions of Online Teaching and Using Video as a Key Practice
4. Investigation of External and Internal Quality Assurance Strategies in Online Language Teacher Education
5. MOOCs and MOOC Camps for Online Teacher Professional Development: Experiences and Perspectives from the Philippines
6. Shifting Paradigms: A Case of Online Language Teacher Education for Online Language Teachers in Spain
Part II: Pitfalls and Promises
7. From Face-to-Face to Online: Teacher Educators' Cognitions and Tensions in Developing a Blended Learning Program
8. Identities and Emotions in Online Language Teacher Education Programs
9. Access in Online Language Teacher Education: Issues and Strategies
10. Chinese EFL Online Technology and Teacher Education: A Multi-Case Study from an Ecological Perspective
11. Moving Forward
Index
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