Teacher education in computer-assisted language learning :: a sociocultural and linguistic perspective /
"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 analy...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London ; New York :
Bloomsbury Academic,
[2017]
|
| Schriftenreihe: | Advances in digital language learning and teaching.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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."--Bloomsbury Publishing |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781474292764 1474292763 1474292771 9781474292771 9781474292788 147429278X |
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| 100 | 1 | |a Schmid, Euline Cutrim, |d 1969- |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjyh3jYTdRHjpKqDgvC84q |0 http://id.loc.gov/authorities/names/n2009072724 | |
| 245 | 1 | 0 | |a Teacher education in computer-assisted language learning : |b a sociocultural and linguistic perspective / |c Euline Cutrim Schmid. |
| 264 | 1 | |a London ; |a New York : |b Bloomsbury Academic, |c [2017] | |
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| 490 | 1 | |a Advances in digital language learning and teaching | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed June 28, 2017). | |
| 505 | 0 | |a Title Page; Copyright Page; Contents; Foreword; Preface; Acknowledgments; Part 1 Theoretical Framework and Research Design; Chapter 1 Research on CALL Teacher Education; 1 Introduction; 2 The development of CALL-related competencies; 3 Sociocultural approaches to CALL teacher education; 4 Investigating CALL teacher education; Chapter 2 Collaborative Action Research in CALL Teacher Education; 1 Introduction: Collaborative action research; 2 The TECALL professional development program; 3 Research design and research process; 4 Research context; 5 Research methodology. | |
| 505 | 8 | |a 6 Research development and research instruments7 Summary; Chapter 3 Research on Language Teacher Cognition; 1 Introduction: The nature of teacher cognition; 2 Research on language teacher cognition; 3 Teacher cognition and CALL; Part 2 Evaluation of the Professional Development Program; Chapter 4 Individual Consultancy and Expert Mediation; 1 Introduction; 2 Literature review: A sociocultural perspective to L2 teacher education; 3 Research findings; 4 Summary and conclusion; 5 Reflective questions; Chapter 5 Pre-/In-Service Collaboration; 1 Introduction. | |
| 505 | 8 | |a 2 Literature review: Pre-/in-service collaboration3 Pre-/in-service collaboration in the TECALL program; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 6 Video-stimulated Reflection; 1 Introduction; 2 Literature review: video-stimulated reflection as a professional development tool; 3 Research background and data collection method; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 7 Peer-assisted Collaborative Learning; 1 Introduction; 2 Literature review: Peer-assisted collaborative learning in CALL. | |
| 505 | 8 | |a 3 TECALL professional development workshops4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Part 3 Summary, Implications, and Final Recommendations; Chapter 8 Impact and Relevance of the Research; 1 Introduction; 2 Teachers' developmental paths; 3 Evaluation of the TECALL program; 4 Implications of the research findings; 5 Recommendations for future research; Notes; Chapter 1; Chapter 4; Chapter 5; Chapter 8; Glossary; References; Index. | |
| 520 | |a "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."--Bloomsbury Publishing | ||
| 650 | 0 | |a Language and languages |x Study and teaching |x Computer network resources. | |
| 650 | 0 | |a Language teachers |x Training of. | |
| 650 | 0 | |a Language and languages |x Computer-assisted instruction. |0 http://id.loc.gov/authorities/subjects/sh2008106644 | |
| 650 | 0 | |a Language transfer (Language learning) |x Technological innovations. | |
| 650 | 6 | |a Langage et langues |x Enseignement assisté par ordinateur. | |
| 650 | 6 | |a Transfert (Apprentissage d'une langue) |x Innovations. | |
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| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
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| author | Schmid, Euline Cutrim, 1969- |
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| contents | Title Page; Copyright Page; Contents; Foreword; Preface; Acknowledgments; Part 1 Theoretical Framework and Research Design; Chapter 1 Research on CALL Teacher Education; 1 Introduction; 2 The development of CALL-related competencies; 3 Sociocultural approaches to CALL teacher education; 4 Investigating CALL teacher education; Chapter 2 Collaborative Action Research in CALL Teacher Education; 1 Introduction: Collaborative action research; 2 The TECALL professional development program; 3 Research design and research process; 4 Research context; 5 Research methodology. 6 Research development and research instruments7 Summary; Chapter 3 Research on Language Teacher Cognition; 1 Introduction: The nature of teacher cognition; 2 Research on language teacher cognition; 3 Teacher cognition and CALL; Part 2 Evaluation of the Professional Development Program; Chapter 4 Individual Consultancy and Expert Mediation; 1 Introduction; 2 Literature review: A sociocultural perspective to L2 teacher education; 3 Research findings; 4 Summary and conclusion; 5 Reflective questions; Chapter 5 Pre-/In-Service Collaboration; 1 Introduction. 2 Literature review: Pre-/in-service collaboration3 Pre-/in-service collaboration in the TECALL program; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 6 Video-stimulated Reflection; 1 Introduction; 2 Literature review: video-stimulated reflection as a professional development tool; 3 Research background and data collection method; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 7 Peer-assisted Collaborative Learning; 1 Introduction; 2 Literature review: Peer-assisted collaborative learning in CALL. 3 TECALL professional development workshops4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Part 3 Summary, Implications, and Final Recommendations; Chapter 8 Impact and Relevance of the Research; 1 Introduction; 2 Teachers' developmental paths; 3 Evaluation of the TECALL program; 4 Implications of the research findings; 5 Recommendations for future research; Notes; Chapter 1; Chapter 4; Chapter 5; Chapter 8; Glossary; References; Index. |
| ctrlnum | (OCoLC)991595885 |
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| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0078/5 |
| dewey-search | 418.0078/5 |
| dewey-sort | 3418.0078 15 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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conclusion; 5 Reflective questions; Chapter 5 Pre-/In-Service Collaboration; 1 Introduction.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2 Literature review: Pre-/in-service collaboration3 Pre-/in-service collaboration in the TECALL program; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 6 Video-stimulated Reflection; 1 Introduction; 2 Literature review: video-stimulated reflection as a professional development tool; 3 Research background and data collection method; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 7 Peer-assisted Collaborative Learning; 1 Introduction; 2 Literature review: Peer-assisted collaborative learning in CALL.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3 TECALL professional development workshops4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Part 3 Summary, Implications, and Final Recommendations; Chapter 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| id | ZDB-4-EDU-ocn991595885 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-15T09:13:26Z |
| institution | BVB |
| isbn | 9781474292764 1474292763 1474292771 9781474292771 9781474292788 147429278X |
| language | English |
| lccn | 2017009992 |
| oclc_num | 991595885 |
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| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Bloomsbury Academic, |
| record_format | marc |
| series | Advances in digital language learning and teaching. |
| series2 | Advances in digital language learning and teaching |
| spelling | Schmid, Euline Cutrim, 1969- author. https://id.oclc.org/worldcat/entity/E39PCjyh3jYTdRHjpKqDgvC84q http://id.loc.gov/authorities/names/n2009072724 Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / Euline Cutrim Schmid. London ; New York : Bloomsbury Academic, [2017] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Advances in digital language learning and teaching Includes bibliographical references and index. Online resource; title from PDF title page (EBSCO, viewed June 28, 2017). Title Page; Copyright Page; Contents; Foreword; Preface; Acknowledgments; Part 1 Theoretical Framework and Research Design; Chapter 1 Research on CALL Teacher Education; 1 Introduction; 2 The development of CALL-related competencies; 3 Sociocultural approaches to CALL teacher education; 4 Investigating CALL teacher education; Chapter 2 Collaborative Action Research in CALL Teacher Education; 1 Introduction: Collaborative action research; 2 The TECALL professional development program; 3 Research design and research process; 4 Research context; 5 Research methodology. 6 Research development and research instruments7 Summary; Chapter 3 Research on Language Teacher Cognition; 1 Introduction: The nature of teacher cognition; 2 Research on language teacher cognition; 3 Teacher cognition and CALL; Part 2 Evaluation of the Professional Development Program; Chapter 4 Individual Consultancy and Expert Mediation; 1 Introduction; 2 Literature review: A sociocultural perspective to L2 teacher education; 3 Research findings; 4 Summary and conclusion; 5 Reflective questions; Chapter 5 Pre-/In-Service Collaboration; 1 Introduction. 2 Literature review: Pre-/in-service collaboration3 Pre-/in-service collaboration in the TECALL program; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 6 Video-stimulated Reflection; 1 Introduction; 2 Literature review: video-stimulated reflection as a professional development tool; 3 Research background and data collection method; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 7 Peer-assisted Collaborative Learning; 1 Introduction; 2 Literature review: Peer-assisted collaborative learning in CALL. 3 TECALL professional development workshops4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Part 3 Summary, Implications, and Final Recommendations; Chapter 8 Impact and Relevance of the Research; 1 Introduction; 2 Teachers' developmental paths; 3 Evaluation of the TECALL program; 4 Implications of the research findings; 5 Recommendations for future research; Notes; Chapter 1; Chapter 4; Chapter 5; Chapter 8; Glossary; References; Index. "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."--Bloomsbury Publishing Language and languages Study and teaching Computer network resources. Language teachers Training of. Language and languages Computer-assisted instruction. http://id.loc.gov/authorities/subjects/sh2008106644 Language transfer (Language learning) Technological innovations. Langage et langues Enseignement assisté par ordinateur. Transfert (Apprentissage d'une langue) Innovations. Language acquisition. bicssc FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Computer-assisted instruction fast Language and languages Study and teaching Computer network resources fast Language teachers Training of fast has work: Teacher education in computer-assisted language learning (Text) https://id.oclc.org/worldcat/entity/E39PCGpqQgxCVjWkgr8yRT6mHP https://id.oclc.org/worldcat/ontology/hasWork Print version: Schmid, Euline Cutrim, 1969- Teacher education in computer-assisted language learning. London ; New York : Bloomsbury Academic, [2017] 9781474292757 1474292755 (DLC) 2017009992 (OCoLC)964329656 Advances in digital language learning and teaching. http://id.loc.gov/authorities/names/no2014018116 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1540289 Volltext |
| spellingShingle | Schmid, Euline Cutrim, 1969- Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / Advances in digital language learning and teaching. Title Page; Copyright Page; Contents; Foreword; Preface; Acknowledgments; Part 1 Theoretical Framework and Research Design; Chapter 1 Research on CALL Teacher Education; 1 Introduction; 2 The development of CALL-related competencies; 3 Sociocultural approaches to CALL teacher education; 4 Investigating CALL teacher education; Chapter 2 Collaborative Action Research in CALL Teacher Education; 1 Introduction: Collaborative action research; 2 The TECALL professional development program; 3 Research design and research process; 4 Research context; 5 Research methodology. 6 Research development and research instruments7 Summary; Chapter 3 Research on Language Teacher Cognition; 1 Introduction: The nature of teacher cognition; 2 Research on language teacher cognition; 3 Teacher cognition and CALL; Part 2 Evaluation of the Professional Development Program; Chapter 4 Individual Consultancy and Expert Mediation; 1 Introduction; 2 Literature review: A sociocultural perspective to L2 teacher education; 3 Research findings; 4 Summary and conclusion; 5 Reflective questions; Chapter 5 Pre-/In-Service Collaboration; 1 Introduction. 2 Literature review: Pre-/in-service collaboration3 Pre-/in-service collaboration in the TECALL program; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 6 Video-stimulated Reflection; 1 Introduction; 2 Literature review: video-stimulated reflection as a professional development tool; 3 Research background and data collection method; 4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Chapter 7 Peer-assisted Collaborative Learning; 1 Introduction; 2 Literature review: Peer-assisted collaborative learning in CALL. 3 TECALL professional development workshops4 Research findings; 5 Summary and conclusion; 6 Reflective questions; Part 3 Summary, Implications, and Final Recommendations; Chapter 8 Impact and Relevance of the Research; 1 Introduction; 2 Teachers' developmental paths; 3 Evaluation of the TECALL program; 4 Implications of the research findings; 5 Recommendations for future research; Notes; Chapter 1; Chapter 4; Chapter 5; Chapter 8; Glossary; References; Index. Language and languages Study and teaching Computer network resources. Language teachers Training of. Language and languages Computer-assisted instruction. http://id.loc.gov/authorities/subjects/sh2008106644 Language transfer (Language learning) Technological innovations. Langage et langues Enseignement assisté par ordinateur. Transfert (Apprentissage d'une langue) Innovations. Language acquisition. bicssc FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Computer-assisted instruction fast Language and languages Study and teaching Computer network resources fast Language teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2008106644 |
| title | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / |
| title_auth | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / |
| title_exact_search | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / |
| title_full | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / Euline Cutrim Schmid. |
| title_fullStr | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / Euline Cutrim Schmid. |
| title_full_unstemmed | Teacher education in computer-assisted language learning : a sociocultural and linguistic perspective / Euline Cutrim Schmid. |
| title_short | Teacher education in computer-assisted language learning : |
| title_sort | teacher education in computer assisted language learning a sociocultural and linguistic perspective |
| title_sub | a sociocultural and linguistic perspective / |
| topic | Language and languages Study and teaching Computer network resources. Language teachers Training of. Language and languages Computer-assisted instruction. http://id.loc.gov/authorities/subjects/sh2008106644 Language transfer (Language learning) Technological innovations. Langage et langues Enseignement assisté par ordinateur. Transfert (Apprentissage d'une langue) Innovations. Language acquisition. bicssc FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Language and languages Computer-assisted instruction fast Language and languages Study and teaching Computer network resources fast Language teachers Training of fast |
| topic_facet | Language and languages Study and teaching Computer network resources. Language teachers Training of. Language and languages Computer-assisted instruction. Language transfer (Language learning) Technological innovations. Langage et langues Enseignement assisté par ordinateur. Transfert (Apprentissage d'une langue) Innovations. Language acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Language and languages Computer-assisted instruction Language and languages Study and teaching Computer network resources Language teachers Training of |
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