Second language teacher professional development : technological innovations for post-emergency teacher education
著者
書誌事項
Second language teacher professional development : technological innovations for post-emergency teacher education
（Digital education and learning）
Palgrave Macmillan, c2023
大学図書館所蔵 件 / 全3件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional development, to successful practices of online teacher training courses. Bringing together examples from various countries and contexts of how L2 teacher trainers and trainee teachers view these forced changes and react to them, the volume fills a gap in the use of digital technology in contexts where teacher educators and trainee teachers are not technology-literate and not prepared for technology-oriented education. In addition to a Foreword by Mark Warschauer and Introduction and Conclusion chapters by Editors, the volume features 13 full-length chapters by some of the well-known experts from countries such as Australia, Finland, Mexico, the UK, the USA, Spain, Singapore, Turkey and Sweden.
目次
- ForewordMark Warschauer Section I: CALL Affordances in Teacher Education Chapter 1: Introduction: Educational technology in teacher education Michael Thomas, Liverpool John Moores University, UK, Karim Sadeghi, Urmia University, Iran Chapter 2: Reimagining education is dead. Long live reimagining education: New technological innovations in second language teacher education and professional development John I. Liontas, University of South Florida, USA Chapter 3: Extending blended learning and the roles of technology to meet teacher-training needs in the New Normal Martin Mullen, Liam Murray, Marta Giralt, University of Limerick, Ireland Chapter 4: Technology-enhanced language teacher development during the COVID-19 pandemic: Experiences of Southeast Asian English language teachers Joel Meniado, SEAMEO Regional Language Centre, Singapore Section II: Reactions to CALL in Teacher Education during the Pandemic Chapter 5: 'We've been able to continue with our teaching': Technology and pedagogy in emergency remote language education Anne Burns, University of New South Wales, Australia
- Rebecca Matteson, University of Technology, Australia
- Kirsty Phease, Hawthorn English Language Centre, Melbourne, Australia
- and Jennifer West, University of Technology, Australia Chapter 6: Corpus linguistics in English language teacher education during the COVID-19 pandemic: Exploring opportunities and addressing challenges Vander Viana, University of Easy Anglia, UK Chapter 7: Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World Jonathan White , Arantxa Santos Munoz, Man Gao, and Tao Yang
- Dalarna University, Sweden Chapter 8: Assessing instructional design during emergency remote education Maria-Elena Solares-Altamirano, Universidad Nacional Autonoma de Mexico, Mexico Chapter 9: Technology + pedagogy in EFL virtual classrooms: teachers' professional needs on technology-enhanced pedagogy Li Li, University of Exeter, UK Chapter 10: A Pandemic to Remember: Best Practices in an Online Language Acquisition Methods Course Kristen Carlson, Ramon A. Serrano, St. Cloud State University, USA Section III: Emergency Integration of Technology into Tecaher Education Programmes Chapter 11 : Enhancing professional learning of primary teacher students of L1 and L2 through a hybrid learning environment Mirja Tarnanen, Eija Aalto, Merja Kauppinen, and Mari Hankala
- University of Jyvaskyla, Finland Chapter 12. CALL for global learning: Using World 101 in an online TESOL Methods course Estela Ene, Indiana University Purdue University Indianapolis, USA Chapter 13: Learning to collaborate through telecollaboration: Key knowledge for novice teachers in today's world Melinda Dooly, Universitat Autonoma de Barcelona, Spain Chapter 14: Opportunities for Pre-service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence Ufuk Balaman, Hacettepe University, Turkey Chapter 15: Conclusion: What did we learn from the COVID-19 pandemic? Karim Sadeghi, Urmia University, Iran
- Michael Thomas, Liverpool John Moores University, UK
「Nielsen BookData」 より