東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effective pedagogical practices in o...

Rodriguez, Migdalia Elizabeth.

FindBook

Google Book

Amazon

博客來

Effective pedagogical practices in online English language teacher education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effective pedagogical practices in online English language teacher education./
作者:	Rodriguez, Migdalia Elizabeth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	250 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111587
ISBN:	9781339747965

Effective pedagogical practices in online English language teacher education.
Rodriguez, Migdalia Elizabeth.

Effective pedagogical practices in online English language teacher education. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 250 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2016.

Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Consequently, it is essential for providers to demonstrate quality of instruction and for students to reflect on their needs as online learners to receive a quality educational experience. Challenges now are related to the new affordances allowed by the online environment in relation to the teaching and learning process and how these technology advances might enhance it.

ISBN: 9781339747965Subjects--Topical Terms:

3172312
Teacher education.

Effective pedagogical practices in online English language teacher education.
LDR:03615nmm a2200325 4500 001 2120058
005 20170705093019.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339747965
035 $a (MiAaPQ)AAI10111587
035 $a AAI10111587
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rodriguez, Migdalia Elizabeth. $3 3281964
245 1 0 $a Effective pedagogical practices in online English language teacher education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Suzanne K. Panferov.
502 $a Thesis (Ph.D.)--The University of Arizona, 2016.
520 $a Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Consequently, it is essential for providers to demonstrate quality of instruction and for students to reflect on their needs as online learners to receive a quality educational experience. Challenges now are related to the new affordances allowed by the online environment in relation to the teaching and learning process and how these technology advances might enhance it.
520 $a This study explores students and instructors' perceptions of effective pedagogical practices in Online English Language Teaching Education (OLTE) courses. Instructors (N=18) and former students ( N=125) from non-credit certificate, professional development and post-secondary credit OLTE courses were asked to complete an online survey that included items related to their perceptions regarding current pedagogical practices. Additionally, semi-structured interviews of 20 OLTE students, eight instructors, and two program coordinators were conducted to expand and support survey findings. The Community of Inquiry survey (Arbaugh et al., 2008) was the main tool used to evaluate students' satisfaction and its weight as validated instrument served to measure pedagogical practices considered effective for OLTE courses in particular. These OLTE practices labeled as Language Teacher Educator presence were first ranked by experts and subsequently included in the longer survey. A main component of these practices is the consideration of context as recommended by language teacher educators' authors Freeman, (2009), Graves (2009), Johnson (2009) and Murray (2013). Results of this study indicate positive perceptions about current pedagogical practices. However, the sense of collaboration between the groups surveyed presents a statistically significant difference. Analysis of surveys and interviews showed that instructional strategies can be improved. Issues for further research are related to collaborative tasks, the inclusion of oral participation, the perception of low instructors' presence in discussions, and a lack of variety of instructional activities.
590 $a School code: 0009.
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
650 4 $a Pedagogy. $3 2122828
650 4 $a Language. $3 643551
690 $a 0530
690 $a 0441
690 $a 0456
690 $a 0679
710 2 $a The University of Arizona. $b Second Language Acquisition and Teaching. $3 1286669
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111587