The Future of Teacher Education : : Innovations Across Pedagogies, Technologies and Societies /

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

"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. te...

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Bibliographic Details
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)
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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.

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