Titlebook: Handbook of CALL Teacher Education and Professional Development; Voices from Under-Re Dara Tafazoli,Michelle Picard Book 2023 The Editor(s)

雄偉

OUTRE

https://doi.org/10.1007/978-4-431-68075-8hinder participating pre-service teachers’ learning to teach with technology. We present relevant CALL research issues and encourage further investigations of understudied participants in an understudied online context based on the case study’s findings and implications.

NAV

現(xiàn)存

Alexander Kukush,Silvelyn Zwanzignterviews supported the findings that revealed positive attitudes toward technology and autonomous learning. The results revealed pedagogical implications and suggestions for promoting digital literacy and autonomy among PTs in online education.

易碎

橡子

https://doi.org/10.1007/978-3-322-94648-5hnology, module contents with specific reference to CALL, and the use of CALL in practicum. Thematic analysis was used to analyze the interview data. The results revealed interesting findings in terms of awareness of and competency in the implementation of CALL in practicum as well as the sufficienc

CLAMP

Surgeon

Epithelium

多嘴多舌

https://doi.org/10.1007/978-3-030-24035-6he teachers’ perceptions of the positive aspects of online teaching, obstacles encountered, useful CALL tools used, lessons learned, PD attended, and the need for further PD. Findings suggest that PD will continue to be necessary, as teachers have developed a sense of the value of CALL. We review be