Titlebook: Handbook of CALL Teacher Education and Professional Development; Voices from Under-Re Dara Tafazoli,Michelle Picard Book 2023 The Editor(s)

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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

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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

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,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

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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