標(biāo)題: Titlebook: Handbook of CALL Teacher Education and Professional Development; Voices from Under-Re Dara Tafazoli,Michelle Picard Book 2023 The Editor(s) [打印本頁(yè)] 作者: proptosis 時(shí)間: 2025-3-21 16:43
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書目名稱Handbook of CALL Teacher Education and Professional Development讀者反饋學(xué)科排名
作者: peritonitis 時(shí)間: 2025-3-21 23:10 作者: Blanch 時(shí)間: 2025-3-22 04:10
https://doi.org/10.1007/978-4-431-68075-8aiwan teacher education context. Eighteen pre-service foreign language teachers participated in a 10-month internship offered by a Chinese Language Center affiliated with a private university and sponsored by the Taiwan government during the School Year 2019–2020. Five practicum mentors supervised t作者: 扔掉掐死你 時(shí)間: 2025-3-22 07:54
D. Stock,R. Fabisiak,A. Niezgoda-based systems that have shown to be successful in already completed projects with pre-service teachers in Indonesia. However, no method guarantees success as each teaching context presents new challenges and new opportunities for reflection. In this paper, the authors share their team’s reflections作者: bile648 時(shí)間: 2025-3-22 10:24 作者: mendacity 時(shí)間: 2025-3-22 15:17
,Die Loyalit?tstreppe des Mitarbeiters,rrepresented, and one group of learners’ voices remains unheard. To date, there is little research examining the experiences of teachers-as-learners already engaged in distance learning education at the start of the pandemic; Thus, this study set out to explore the lived experiences of TESOL teacher作者: cancellous-bone 時(shí)間: 2025-3-22 18:14 作者: Reverie 時(shí)間: 2025-3-23 00:47 作者: 洞察力 時(shí)間: 2025-3-23 03:10 作者: hazard 時(shí)間: 2025-3-23 09:11
Ashwin Shinde,Jeffrey Y. C. Wongary school teachers. Research questions included the following: What happens when teachers engage in professional development that is centered within a critical literacy framework with attention toward a schoolwide STEAM vision? What changes (if any) are observable in teachers’ engagement with these作者: lethargy 時(shí)間: 2025-3-23 10:33 作者: refraction 時(shí)間: 2025-3-23 15:30 作者: Neolithic 時(shí)間: 2025-3-23 18:49 作者: 先行 時(shí)間: 2025-3-23 22:12 作者: 積習(xí)已深 時(shí)間: 2025-3-24 02:34
Mathematics and Its Applicationsas still something new, there have been certain challenges faced by CALL instructors teaching in teacher education programs. The aim of this study was to voice the challenges they faced and how they would adapt themselves and the ICT course they had to teach. The participants were eight CALL instruc作者: 乞討 時(shí)間: 2025-3-24 09:19
https://doi.org/10.1007/978-3-322-99210-9erized by disruption, inequity, and disadvantage. It presents findings from a qualitative exploration of the emergency transition to fully-online curriculum delivery during the pandemic-induced halt to in-person instruction at a university ELT program in Palestine. Valuable lessons for CALL teacher 作者: 卵石 時(shí)間: 2025-3-24 14:24 作者: ARENA 時(shí)間: 2025-3-24 17:46
CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contfessional development. A literature review was conducted of the leading CALL journals and emergent themes were identified. The literature demonstrated that there were major technical, sociocultural, strategic, and economic issues that needed to be addressed in order to support the CALL teacher educa作者: indigenous 時(shí)間: 2025-3-24 19:55
Pre-service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiaiwan teacher education context. Eighteen pre-service foreign language teachers participated in a 10-month internship offered by a Chinese Language Center affiliated with a private university and sponsored by the Taiwan government during the School Year 2019–2020. Five practicum mentors supervised t作者: TAIN 時(shí)間: 2025-3-25 00:59
Secondary Pre-service English Teachers’ Response to CALL Innovation in Cambodia-based systems that have shown to be successful in already completed projects with pre-service teachers in Indonesia. However, no method guarantees success as each teaching context presents new challenges and new opportunities for reflection. In this paper, the authors share their team’s reflections作者: Handedness 時(shí)間: 2025-3-25 06:03 作者: 遣返回國(guó) 時(shí)間: 2025-3-25 09:45 作者: 羽毛長(zhǎng)成 時(shí)間: 2025-3-25 13:41 作者: cyanosis 時(shí)間: 2025-3-25 18:46
CALL Teacher Education for Young Learner Classroomslogy into language teaching. An increasing number of studies focus on this issue by investigating attitudes and perspectives of CALL. This study goes beyond and examines actual practices regarding the strategies to promote the use of CALL in the ELT department at a state university in Turkey. More s作者: 期滿 時(shí)間: 2025-3-25 23:46 作者: 愉快嗎 時(shí)間: 2025-3-26 01:23 作者: RAGE 時(shí)間: 2025-3-26 06:59
Teacher Education in Mobile Assisted Language Learning for Adult Migrants: A Study of Provincial Cenducational contexts, language courses in CPIAs exhibit a greater heterogeneity as regards literacy; this fact influences the way learners work with technology. Further, CPIA learners make large use of handheld devices; therefore, mobile assisted language learning constitutes a major issue in this co作者: fleeting 時(shí)間: 2025-3-26 11:01
Emergency Online Teaching: Voices of Hong Kong CALL Lecturerst a novel study of CALL lecturers’ emotions and well-being while coping with emergency remote teaching (ERT) at a community college in Hong Kong during the COVID-19 pandemic. In addition, this study sheds light on emergency CALL teaching design and technical preparation, as well as synchronous and a作者: 最低點(diǎn) 時(shí)間: 2025-3-26 14:44
Teacher Beliefs About Emergency Remote Language Teaching in Early Childhood Education in Indonesiad Indonesia has also been seriously impacted by this health emergency. In Indonesia, English as Foreign Language (EFL) is one of the subjects in Early Childhood Education (ECE) that has been taught online in the context of Emergency Remote Teaching. Despite the impact of COVID-19 on English language作者: glisten 時(shí)間: 2025-3-26 20:46
Barriers and Opportunities in CALL PD in Romania: Judging the Effectiveness of Teacher-Led PDfore March 2020. Teachers were ill-prepared for online teaching. The pandemic has not triggered a significant rise in PD programs from the Ministry of Education due to the country’s laborious process of approval. Local and individual efforts such as county-level teacher meetings have become essentia作者: 合適 時(shí)間: 2025-3-26 23:55
Challenges of Teacher Education Programs in Thailand: Voices of CALL Instructors from an Under-Repreas still something new, there have been certain challenges faced by CALL instructors teaching in teacher education programs. The aim of this study was to voice the challenges they faced and how they would adapt themselves and the ICT course they had to teach. The participants were eight CALL instruc作者: relieve 時(shí)間: 2025-3-27 04:56
Developing Approaches to CALL Teacher Education in Palestine: Problems, Possibilities, and Paradigm erized by disruption, inequity, and disadvantage. It presents findings from a qualitative exploration of the emergency transition to fully-online curriculum delivery during the pandemic-induced halt to in-person instruction at a university ELT program in Palestine. Valuable lessons for CALL teacher 作者: 真實(shí)的人 時(shí)間: 2025-3-27 06:43 作者: 皮薩 時(shí)間: 2025-3-27 10:47 作者: Glucose 時(shí)間: 2025-3-27 16:43
978-981-99-0516-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: somnambulism 時(shí)間: 2025-3-27 20:38 作者: 脆弱吧 時(shí)間: 2025-3-27 23:54 作者: CLOWN 時(shí)間: 2025-3-28 05:19
Contextualizing and Adapting Teacher Education and Professional Developmentoduce the TESOL Technology Standards for Teachers (TTST) as a target for language teachers (TESOL, .; Healey et al., .). Importantly, the TTST were designed from the onset to be relevant internationally and flexible enough to be applied to low, mid, and high-technology resource environments. I will 作者: comely 時(shí)間: 2025-3-28 08:33 作者: 織物 時(shí)間: 2025-3-28 13:02 作者: cushion 時(shí)間: 2025-3-28 17:37 作者: 痛得哭了 時(shí)間: 2025-3-28 21:22 作者: 幻想 時(shí)間: 2025-3-28 23:56 作者: 短程旅游 時(shí)間: 2025-3-29 04:12 作者: 圍巾 時(shí)間: 2025-3-29 11:09 作者: 流行 時(shí)間: 2025-3-29 14:08 作者: 細(xì)菌等 時(shí)間: 2025-3-29 15:36
Barriers and Opportunities in CALL PD in Romania: Judging the Effectiveness of Teacher-Led PDhe teachers’ perceptions of the positive aspects of online teaching, obstacles encountered, useful CALL tools used, lessons learned, PD attended, and the need for further PD. Findings suggest that PD will continue to be necessary, as teachers have developed a sense of the value of CALL. We review be作者: 男學(xué)院 時(shí)間: 2025-3-29 22:08 作者: 陳列 時(shí)間: 2025-3-30 02:42
Developing Approaches to CALL Teacher Education in Palestine: Problems, Possibilities, and Paradigm disruption with equanimity and seek creative solutions to challenges uncommon in privileged settings. Particularly in tradition-bound societies, digitally-mediated learning must be validated and normalized, and prospective CALL teachers equipped to move beyond reconfiguring practice into reconsider作者: endure 時(shí)間: 2025-3-30 04:55
Book 2023velopment globally. It offers context-specific approaches and strategies to language teachers andteacher educators. It provides pedagogical implications and suggestions for promoting digital literacy and autonomy in online education. This book provides valuable insights for researchers, teacher educ作者: 雄偉 時(shí)間: 2025-3-30 09:33 作者: OUTRE 時(shí)間: 2025-3-30 13:19
https://doi.org/10.1007/978-4-431-68075-8hinder participating pre-service teachers’ learning to teach with technology. We present relevant CALL research issues and encourage further investigations of understudied participants in an understudied online context based on the case study’s findings and implications.作者: NAV 時(shí)間: 2025-3-30 18:40 作者: 現(xiàn)存 時(shí)間: 2025-3-30 23:53
Alexander Kukush,Silvelyn Zwanzignterviews supported the findings that revealed positive attitudes toward technology and autonomous learning. The results revealed pedagogical implications and suggestions for promoting digital literacy and autonomy among PTs in online education.作者: 易碎 時(shí)間: 2025-3-31 04:15 作者: 橡子 時(shí)間: 2025-3-31 07:51
https://doi.org/10.1007/978-3-322-94648-5hnology, module contents with specific reference to CALL, and the use of CALL in practicum. Thematic analysis was used to analyze the interview data. The results revealed interesting findings in terms of awareness of and competency in the implementation of CALL in practicum as well as the sufficienc作者: CLAMP 時(shí)間: 2025-3-31 12:42 作者: Surgeon 時(shí)間: 2025-3-31 15:24 作者: Epithelium 時(shí)間: 2025-3-31 21:35 作者: 多嘴多舌 時(shí)間: 2025-3-31 22:05
https://doi.org/10.1007/978-3-030-24035-6he teachers’ perceptions of the positive aspects of online teaching, obstacles encountered, useful CALL tools used, lessons learned, PD attended, and the need for further PD. Findings suggest that PD will continue to be necessary, as teachers have developed a sense of the value of CALL. We review be作者: Irremediable 時(shí)間: 2025-4-1 04:35 作者: Enzyme 時(shí)間: 2025-4-1 06:08
https://doi.org/10.1007/978-3-322-99210-9 disruption with equanimity and seek creative solutions to challenges uncommon in privileged settings. Particularly in tradition-bound societies, digitally-mediated learning must be validated and normalized, and prospective CALL teachers equipped to move beyond reconfiguring practice into reconsider作者: 胖人手藝好 時(shí)間: 2025-4-1 11:22 作者: 男生如果明白 時(shí)間: 2025-4-1 16:42
Handbook of CALL Teacher Education and Professional Development978-981-99-0514-0
