Teacher Education in Computer-Assisted Language Learning - Schmid, Euline Cutrim; - Prospero Internet Bookshop

Teacher Education in Computer-Assisted Language Learning: A Sociocultural and Linguistic Perspective
 
Product details:

ISBN13:9781350100992
ISBN10:1350100994
Binding:Paperback
No. of pages:224 pages
Size:234x156 mm
Weight:313 g
Language:English
22
Category:

Teacher Education in Computer-Assisted Language Learning

A Sociocultural and Linguistic Perspective
 
Publisher: Bloomsbury Academic
Date of Publication:
Number of Volumes: Paperback
 
Normal price:

Publisher's listprice:
GBP 33.99
Estimated price in HUF:
17 844 HUF (16 995 HUF + 5% VAT)
Why estimated?
 
Your price:

14 276 (13 596 HUF + 5% VAT )
discount is: 20% (approx 3 569 HUF off)
Discount is valid until: 31 December 2024
The discount is only available for 'Alert of Favourite Topics' newsletter recipients.
Click here to subscribe.
 
Availability:

 
  Piece(s)

 
Long description:
Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education.

The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.
Table of Contents:
Foreword, written by Regine Hampel (Open University, UK)
Preface

Part I: Theoretical Framework and Research Design
1. Research on CALL Teacher Education
2. Collaborative Action Research in CALL Teacher Education
3. Research on Language Teacher Cognition
Part II: Evaluation of the Professional Development Program
4. Individual Consultancy and Expert Mediation
5. Pre-service/In-service Collaboration
6. Video-stimulated Reflection
7. Peer-assisted Collaborative Learning
Part III: Summary, Implications and Final Recommendations
8. Impact and Relevance of the Research
Glossary
Index