Details
Second Language Teacher Professional Development
Technological Innovations for Post-Emergency Teacher EducationDigital Education and Learning
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139,09 € |
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| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 23.03.2023 |
| ISBN/EAN: | 9783031120701 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
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.<p></p><p></p>
<p>1. Introduction: Educational technology in teacher education.- 2. Reimagining education is dead. Long live reimagining education: New technological innovations in second language teacher education and professional development.- 3. Extending blended learning and the roles of technology to meet teacher-training needs in the New Normal.- 4. Technology-enhanced language teacher development during the COVID-19 pandemic: Experiences of Southeast Asian English language teachers.- 5. 'We’ve been able to continue with our teaching': Technology and pedagogy in emergency remote language education.- 6. Corpus linguistics in English language teacher education during the COVID-19 pandemic: Exploring opportunities and addressing challenges.- 7. Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World.- 8. Assessing instructional design during emergency remote education.- 9. Technology + pedagogy in EFL virtual classrooms:teachers’ professional needs on technology-enhanced pedagogy.- 10. A Pandemic to Remember: Best Practices in an Online Language Acquisition Methods Course.- 11. Enhancing professional learning of primary teacher students of L1 and L2 through a hybrid learning environment.- 12. CALL for global learning: Using World 101 in an online TESOL Methods course.- 13. Learning to collaborate through telecollaboration: Key knowledge for novice teachers in today’s world.- 14. Opportunities for Pre-service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence.- 15. Conclusion: What did we learn from the COVID-19 pandemic?</p>
<div><p><b>Karim Sadeghi</b> is Professor of TESOL at Urmia University, Iran, and is the founding editor chief of <i>Iranian Journal of Language Teaching Research</i>, a Scopus Q1 journal. His recent publications have appeared in <i>Frontiers in Psychology, Current Psychology, System, ESP Journal, RELC Journal </i>and<i> Assessing Writing</i> among others. His most recent books are <i>Assessing Second Language Reading</i> (Springer, 2021) and <i>Talking about Second Language Acquisition</i> (Palgrave, 2022). </p>
<p><b>Michael Thomas</b> is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK and Principal Fellow of the Higher Education Academy. He holds PhDs from Newcastle University and Lancaster University respectively and is author or editor of over 30 books and peer-reviewed special editions on computer-assisted language learning and online education. He is founding editor of four book series, including <i>Digital Education and Learning</i>, <i>Advances in Digital Language Learning and Teaching</i> and <i>Global Policy and Critical Futures in Education</i></p></div>
<p><b>Michael Thomas</b> is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK and Principal Fellow of the Higher Education Academy. He holds PhDs from Newcastle University and Lancaster University respectively and is author or editor of over 30 books and peer-reviewed special editions on computer-assisted language learning and online education. He is founding editor of four book series, including <i>Digital Education and Learning</i>, <i>Advances in Digital Language Learning and Teaching</i> and <i>Global Policy and Critical Futures in Education</i></p></div>
<p>“This book does an exemplary and geographically comprehensive job of documenting the impacts of pandemic-driven adaptation through technology on second language teacher education. The collection is as impressive for its breadth as it is timely for its discussions of what can be learned about using technological tools in ELT pre-service preparation and professional development.”</p>
<p>— <b>Donald Freeman</b>, Professor, School of Education, University of Michigan, USA</p>
<p>“This is a comprehensive volume representing a broad range of cultures and contexts and provides empirically grounded insights into the talent, resilience and practices of language educators when faced with the challenge of swiftly altering instructional contexts.”</p>
<p>— <b>Carla Meskill</b>, Professor, Department of Educational Theory and Practice, State University of New York, USA</p>
<p>“Karim Sadeghi and Michael Thomas have skilfully assembled insights from educators around the world, bringing together the lessons learned while teachers navigated unusually difficult and confusing times. The many practical insights and creative solutions this volume provides will be useful to any astute reader wishing to better understand innovations that emerged during the crisis.”</p>
<p>— <b>Larry LaFond</b>, Professor, Southern Illinois University, Edwardsville, USA</p>
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 technologyin 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.<p><b>Karim Sadeghi</b> is Professor of TESOL at Urmia University, Iran, and is the founding editor chief of <i>Iranian Journal of Language Teaching Research</i>, a Scopus Q1 journal. </p>
<p><b>Michael Thomas</b> is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University.</p><p></p>
<p>— <b>Donald Freeman</b>, Professor, School of Education, University of Michigan, USA</p>
<p>“This is a comprehensive volume representing a broad range of cultures and contexts and provides empirically grounded insights into the talent, resilience and practices of language educators when faced with the challenge of swiftly altering instructional contexts.”</p>
<p>— <b>Carla Meskill</b>, Professor, Department of Educational Theory and Practice, State University of New York, USA</p>
<p>“Karim Sadeghi and Michael Thomas have skilfully assembled insights from educators around the world, bringing together the lessons learned while teachers navigated unusually difficult and confusing times. The many practical insights and creative solutions this volume provides will be useful to any astute reader wishing to better understand innovations that emerged during the crisis.”</p>
<p>— <b>Larry LaFond</b>, Professor, Southern Illinois University, Edwardsville, USA</p>
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 technologyin 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.<p><b>Karim Sadeghi</b> is Professor of TESOL at Urmia University, Iran, and is the founding editor chief of <i>Iranian Journal of Language Teaching Research</i>, a Scopus Q1 journal. </p>
<p><b>Michael Thomas</b> is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University.</p><p></p>
Examines responses to the transition from face to face to virtual professional development in the COVID-19 pandemic Showcases international examples of successful administration & management practices in online teacher training courses Explores the use of advanced technology in language teaching/language teacher education, filling a gap in the literature
“Rarely, in our lifetimes at least, do global circumstances change so immediately and dramatically as they have during this pandemic. Karim Sadeghi and Michael Thomas’ book captures this upheaval and innovation in second language teacher education. Their edited volume does an exemplary and geographically comprehensive job of documenting the impacts of pandemic-driven adaptation through technology on second language teacher education. Contributors from ten countries on six continents write about their experiences with ‘technological innovations’ that have facilitated and extended their work. The collection is as impressive for its breadth as it is time for its discussions of what can be learned about using technological tools in ELT pre-service preparation and professional development.” (Donald Freeman, Professor of Education, School of Education, University of Michigan, USA)<p><i> </i></p>
<p>“Several books have recently appeared that reflect on the extraordinary shift thattook place in second language teacher education in response to the outbreak of COVID-19. This is one of the best. Karim Sadeghi and Michael Thomas have skillfully assembled insights from educators around the world, bringing together the lessons learned while teachers navigated unusually difficult and confusing times. The many practical insights and creative solutions this volume provides will be useful to any astute reader wishing to better understand innovations that emerged during the crisis and the lasting impact that reimagining the use of educational technology may have for our ongoing pedagogy.” (Larry LaFond, Professor, Southern Illinois University Edwardsville, USA)</p>
<p> </p>
“This is a comprehensive volume representing a broad range of cultures and contexts wherein teachers grappled with intelligently responding to the emergency transition to online language teaching. The collected studies provide empirically grounded insights into the talent, resilience and practices of language educators when faced with the challenge of swiftly altering instructional contexts. Research of this kind will lead to a better understanding of what it takes to teach languages well online.” (Carla Meskill, Professor, Department of Educational Theory and Practice, State University of New York)<p></p>
<p> </p>
<p>“This volume provides a set of meticulously curated studies (with multiple conceptual and methodological approaches) on technology-mediated language teacher education from a wide variety of socio-educational contexts around the world. Contributors explore the ways they have used technology to address the unprecedented challenges posed by the COVID pandemic. I believe this collection will be a very important resource for language teacher educators and researchers who study the integration of technology in language teacher education practices.” (Bedrettin Yazan, Associate Professor, The University of Texas at San Antonio, USA)</p>
<p>“Several books have recently appeared that reflect on the extraordinary shift thattook place in second language teacher education in response to the outbreak of COVID-19. This is one of the best. Karim Sadeghi and Michael Thomas have skillfully assembled insights from educators around the world, bringing together the lessons learned while teachers navigated unusually difficult and confusing times. The many practical insights and creative solutions this volume provides will be useful to any astute reader wishing to better understand innovations that emerged during the crisis and the lasting impact that reimagining the use of educational technology may have for our ongoing pedagogy.” (Larry LaFond, Professor, Southern Illinois University Edwardsville, USA)</p>
<p> </p>
“This is a comprehensive volume representing a broad range of cultures and contexts wherein teachers grappled with intelligently responding to the emergency transition to online language teaching. The collected studies provide empirically grounded insights into the talent, resilience and practices of language educators when faced with the challenge of swiftly altering instructional contexts. Research of this kind will lead to a better understanding of what it takes to teach languages well online.” (Carla Meskill, Professor, Department of Educational Theory and Practice, State University of New York)<p></p>
<p> </p>
<p>“This volume provides a set of meticulously curated studies (with multiple conceptual and methodological approaches) on technology-mediated language teacher education from a wide variety of socio-educational contexts around the world. Contributors explore the ways they have used technology to address the unprecedented challenges posed by the COVID pandemic. I believe this collection will be a very important resource for language teacher educators and researchers who study the integration of technology in language teacher education practices.” (Bedrettin Yazan, Associate Professor, The University of Texas at San Antonio, USA)</p>
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