Teacher professional development and online instruction

Cultivating coherence and sustainability

Datos Bibliográficos

ID8938875
AutoresKate Paesani (0000-0003-3697-8863, Center for Advanced Research on Language Acquisition (CARLA) University of Minnesota Minneapolis Minnesota, autor de correspondencia)
Año2020
Volumen53
Número2
Páginas292-297
Fecha de publicación2020-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/flan.12468
OpenAlexW3035944577
IdiomaEN
Citas recibidas11
Referencias citadas12

As we work to provide coherent and systematic professional development for online language teachers, a consideration of findings from teacher development research is essential. This essay begins by briefly overviewing this research as well as investigations into teacher learning related to online instruction, with a specific focus on studies grounded in sociocultural theory (Lantolf, 2000, Sociocultural theory and second language learning , Oxford University Press, Oxford, England; Vygotsky, 1986, Thought and language , MIT Press, Cambridge, MA). The main takeaways from this study are exemplified through the teacher professional development efforts currently underway at the Center for Advanced Research on Language Acquisition at the University of Minnesota. The essay concludes with recommendations for crafting a research‐informed professional development program for online language instruction

Engineering ethics · Faculty Development · Grounded theory · Language acquisition · Mathematics education · Pedagogy · Professional development · Qualitative research · Social science · Sociocultural evolution · Sociology · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies