Second Language Teacher Professional Development: Technological Innovations for Post-Emergency Teacher Education

ISBN-13: 9783031120695 / Angielski / Twarda / 2023 / 298 str.

Karim Sadeghi; Michael Thomas

Opis

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.

Spis treści

Foreword

Mark 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 Muñoz,  Man Gao, and Tao Yang ; Dalarna University, Sweden

 

Chapter  8: Assessing instructional design during emergency remote education

Maria-Elena Solares-Altamirano, Universidad Nacional Autónoma de México, 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 Jyväskylä, 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 Autònoma 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

O autorze

Karim Sadeghi is Professor of TESOL at Urmia University, Iran, and is the founding editor chief of Iranian Journal of Language Teaching Research, a Scopus Q1 journal. His recent publications have appeared in Frontiers in Psychology, Current Psychology, System, ESP Journal, RELC Journal and Assessing Writing among others. His most recent books are Assessing Second Language Reading (Springer, 2021) and Talking about Second Language Acquisition (Palgrave, 2022).

Michael Thomas 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 Digital Education and Learning, Advances in Digital Language Learning and Teaching and Global Policy and Critical Futures in Education

Blurb

“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.”

— Donald Freeman, Professor, School of Education, University of Michigan, USA

“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.”

— Carla Meskill, Professor, Department of Educational Theory and Practice, State University of New York, USA

“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.”

— Larry LaFond, Professor, Southern Illinois University, Edwardsville, USA

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.

Karim Sadeghi is Professor of TESOL at Urmia University, Iran, and is the founding editor chief of Iranian Journal of Language Teaching Research, a Scopus Q1 journal.

Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University.