The Future of Teacher Education : : Innovations Across Pedagogies, Technologies and Societies / / Pascal Hohaus and Jan-Friso Heeren.

• Superior document: Advances in Innovation Education Series ; Volume 7
• VerfasserIn: Hohaus, Pascal,; Heeren, Jan-Friso,
• TeilnehmendeR: Heeren, Jan-Friso,
• Place / Publishing House: Leiden, The Netherlands : : Koninklijke Brill NV,, [2023]; ©2023
• Year of Publication: 2023
• Edition: First edition.
• Language: English
• Series: Advances in innovation education ; Volume 7.
• Physical Description: 1 online resource (388 pages)

"Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.)"-- Provided by publisher.

Table of Contents

Intro -- Prelims -- Contents -- Acknowledgments -- Figures and Tables -- Notes on Contributors -- Chapter 1: Quo Vadis Teacher Education? -- Abstract -- Keywords -- 1 Topic and Aim of This Volume -- 2 Structure of This Volume -- 2.1 Part 1: Pedagogies -- 2.2 Part 2: Technologies -- 2.3 Part 3: Societies -- References -- Chapter 2: Teaching Teachers to Research Their Teaching -- Abstract -- Keywords -- 1 Introduction -- 2 Key Concepts of Practitioner Research -- 3 Classroom Action Research as Practitio -- 4 Course Design -- 5 Research on the Course -- 5.1 Author Positionality -- 5.2 Participants -- 5.3 Methods -- 6 Findings -- 6.1 TL s' Realizations about Research th -- 6.2 Improving Inclusivity and Communica -- 6.3 TL s' Identity Shifts during the Cou -- 7 Challenges and Solutions -- 7.1 Ongoing Challenges -- 7.1.1 Identifying Researchable Phenomen -- 7.1.2 Obtaining Ethics Approval for Rese -- 7.1.3 Participant Recruitment and Data C -- 7.1.4 Data Preparation and Analysis -- 7.1.5 Ethical Tensions -- 7.2 Pandemic-Related Challenges -- 7.2.1 Adapting the Course to the Online -- 7.2.2 IRB Protocols for Data Collection -- 7.2.3 Electronic Data Collection -- 7.3 Recommendations for Other Contexts -- 7.3.1 Time -- 7.3.2 Research Methods and Ethics -- 7.3.3 Participant Recruitment -- 7.3.4 Finding a Class When Not Teaching -- 7.3.5 Teachers Teaching a New Course -- 7.3.6 Online Teaching -- 7.3.7 Supporting TL s to Balance Resear -- 8 Conclusion -- Notes -- References -- Appendix A: Course Design -- Appendix B: Reflection Prompts -- Chapter 3: Working with Classroom Videos in TeacherEducation -- Abstract -- Keywords -- 1 Introduction -- 2 A Review of Video Viewing and Related -- 2.1 Processes Associated with Video View -- 2.2 Working with One's Own and Others' C -- 2.3 Summary Considerations on Video View -- 3 Research Design of the Present Study.

3.1 Research Question -- 3.2 Materials and Method -- 3.2.1 Description of the Video-based Sem -- 3.2.2 Data Collection -- 3.2.3 Data Analysis -- 4 Results -- 5 Discussion -- 6 Pedagogical Suggestions for Working w -- 7 Conclusion -- Acknowledgments -- Disclosure statement -- Note -- References -- Appendix A: Overview of the Scales and -- Chapter 4: Critical Thinking Practice and Development inTeacher Education -- Abstract -- Keywords -- 1 Introduction -- 2 Framework: Understandings about Criti -- 2.1 Critical Thinking Component -- 2.2 Interactional Constructivism -- 2.2.1 Constructivism -- 2.2.2 Socio-Constructivism and Classroom -- 2.3 The Reciprocal Relationship between -- 3 Research Design -- 3.1 Data Collection -- 3.2 Data Selection, Analysis and Present -- 4 Findings and Discussion -- 4.1 ITE Teachers' and Students' Understa -- 4.2 ITE Teachers' and Students' Approac -- 4.2.1 Teacher-Generated Questions in th -- 4.2.2 Opportunities for CTP&amp -- D in Student -- 5 Conclusion and Recommendations -- Acknowledgments -- References -- Appendix A: Extracts from Teacher Quest -- (Section 1: Demographic Questions) -- Section 2: Understandings and Beliefs a -- Section 3: Beliefs about CTP&amp -- D (Selecte -- Appendix B: Extracts from Student Quest -- (Section 1: Demographic Questions) -- Section 2: CT Understandings and Belief -- Section 3: Beliefs about CTP&amp -- D (Selecte -- Appendix C: Selected Teacher Interview -- Appendix D: Selected Student Interview -- Chapter 5: Multimodal Literacy in ESP/EAP -- Abstract -- Keywords -- 1 Introduction -- 2 Multimodality in ESP/EAP -- 3 Adopting a Multimodal Approach in an -- 3.1 Context of the Course -- 3.2 Course Description and Rationale -- 3.2.1 Description of Module 1 (Written S -- 3.2.2 Description of Module 2 (Spoken Sc -- 3.2.3 Description of Assessment Criteria.

3.2.4 Implementation of the Course -- 3.3 Reflections on Challenges -- 4 Professional Development Program for E -- 4.1 Reflection and Awareness -- 4.2 Development of Effective Activities -- 4.3 Development of Assessment Procedures -- 4.4 Presentation of Teaching Proposals a -- 5 Conclusion -- Notes -- References -- Chapter 6: Argentinian Pre-Service Teachers Designing VirtualLearning Environments for Their Practica -- Abstract -- Keywords -- 1 Introduction -- 2 Theoretical Background -- 2.1 Teachers' Digital Literacy with a Fo -- 2.2 The TPACK Model in Teacher Education -- 2.3 Effective Instructional Digital Mat -- 3 Research Design -- 3.1 Participants and Context -- 3.2 Teaching Cycle and Design of the Cou -- 3.2.1 1st Stage: Introduction to the Co -- 3.2.2 2nd Stage: Content Unit Planning -- 3.2.3 3rd Stage: Grammar, Vocabulary an -- 3.2.4 4th Stage: Planning and Design of -- 3.3 Data Collection -- 3.3.1 Initial Questionnaire -- 3.3.2 Didactic Analysis of Activities -- 3.3.2.1 Teachers' Presence -- 3.3.2.2 Visibility and Accessibility -- 3.3.2.3 Selection of Copyrighted Materia -- 3.3.2.4 Use of Multimedia Resources -- 3.3.2.5 Topics -- 3.3.2.6 Further Aspects -- 3.3.3 Focus Group Interviews -- 4 Discussion of Participants' Attitudes, -- 4.1 Pedagogical Knowledge -- 4.2 Technological Knowledge -- 4.3 Content Knowledge -- 5 Conclusion and Implications -- References -- Chapter 7: Teaching English as a Foreign Language in the21st Century -- Abstract -- Keywords -- 1 Introduction -- 2 Defining Digital Competences of Prospe -- 2.1 Navigating a Background of Conceptua -- 2.2 The TPACK Model -- 2.3 The DigCompEdu -- 2.4 Contrasting the TPACK Model and the -- 3 The Digital Teaching and Learning Lab -- 3.1 The Context of the dTLLS -- 3.2 Pedagogical Design and Key Contents -- 3.2.1 Discussion of Didactic Theories (W.

3.2.2 Planning Teaching Sequences based -- 3.2.3 Implementing Teaching Sequences i -- 3.2.4 Reflecting on and Adapting Teachi -- 3.3 Current Barriers to Technology Inte -- 3.4 Research Design -- 3.4.1 Results -- 3.4.2 Limitations and Outlook -- 4 Conclusion -- Authors' Note -- References -- Chapter 8: Artificial Intelligence and the Future of LanguageTeacher Education -- Abstract -- Keywords -- 1 Introduction -- 2 A Review of AI-Powered Language Learn -- 3 Conceptualizations -- 3.1 Definitions and Forms of AI and The -- 3.2 Our Understanding of AI for School a -- 3.2.1 AI to Support and Assess Learning -- 3.2.2 AI for Classroom and Class Managem -- 3.3 AI Applications in the Foreign Langu -- 4 How EFL Teachers Can Use AI-Powered A -- 4.1 Writing Tools -- 4.2 Chatbots -- 4.3 Machine Translation -- 5 AI and the Future of Teacher Education -- 6 Conclusion -- Notes -- References -- Chapter 9: The Use of Hybrid Corrective Feedback in theForeign Language Classroom and Its Implicationsfor Teacher Education -- Abstract -- Keywords -- 1 Introduction -- 2 Potentials/Advantages of AWE in the Cl -- 3 Critiques of AWE -- 4 Methodology -- 4.1 Context of Study -- 4.2 Participants -- 4.3 AWE Feedback System -- 4.4 Teacher Feedback -- 4.5 Rubrics and Questionnaires -- 4.6 Procedure -- 5 Findings -- 5.1 Changes in Rater Scores for Task Res -- 5.2 Changes in Rater Scores for Organiza -- 5.3 Changes in Rater Scores for Grammar -- 5.4 Changes in Rater Scores for Lexis -- 5.5 Students' Views of Criterion and Hyb -- 5.5.1 Findings from Questionnaire Data -- 5.5.2 Findings from Focus-Group Intervie -- 6 Discussion -- 6.1 Changes in Written Products -- 6.2 Students' Views of Hybrid Corrective -- 7 Conclusion -- 7.1 Limitations -- 7.2 Implications -- 7.3 Outlook -- References -- Appendix A: Writing Tasks for Five Writ -- Appendix B: Semi-structured Questions.

Opening Script -- Perception of AWE Feedback -- Perception of Teacher Feedback -- Perception of Hybrid Feedback -- Closing Script -- Chapter 10: Initiating and Exploring Digital Transformations inTeacher Education in Palestine -- Abstract -- Keywords -- 1 Introduction -- 1.1 TEFL-ePal and Erasmus+ -- 1.2 Aims of the Projects -- 1.3 Project Partners and Their Roles -- 2 Background to TEFL-ePal Project -- 3 Approach to Knowledge Exchange and Ou -- 3.1 Meeting in Wolverhampton, UK (April -- 3.2 Workshops in Ramallah, Palestine (Ju -- 3.3 Workshops in UK (October 2019) -- 3.4 Meetings in Palestine (March 2022) a -- 3.5 Some Examples from Changed Teaching -- 4 Research on the Project -- 4.1 Research Design -- 4.2 Discussion of Findings -- 4.2.1 TEFL-ePal: A Culturally-Situated P -- 4.2.2 Changed Perspectives of Teaching a -- 4.2.3 Continued Professional Development -- 5 Implications -- 6 Conclusion -- Notes -- References -- Chapter 11: Responding Inclusively to Linguistic Diversity inthe Classroom -- Abstract -- Keywords -- 1 Introduction -- 2 Theoretical Concepts -- 2.1 Schoolscapes and Their Pedagogical P -- 2.2 Inclusion in the Italian School Syst -- 3 Teacher Education and Linguistic Dive -- 4 Filling the Gap: The COMPASS Initiativ -- 5 A Case Study on Teachers' Beliefs and -- 6 The Impact of the COMPASS Initiative: -- 6.1 Findings from the Individual Pre-Int -- 6.2 Findings from Visual Documentation -- 6.3 Findings from the Focus Group -- 7 Conclusions -- Notes -- References -- Appendix A: Contents and Objectives of -- Appendix B: Demographic Information ab -- Chapter 12: Innovating Literacy Learning for 21st CenturyTeacher Education -- Abstract -- Keywords -- 1 Introduction -- 2 Context - Teacher Education in Sweden -- 3 The Function of the Case Studies -- 3.1 Case Study 1: Delimiting the Lag -- 3.2 Case Study 2: Student Perception of.

3.3 Case Study 3: Teacher Education Stu.