
Language Teacher Development in Digital Contexts
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Content
- Intro
- Language Teacher Development in Digital Contexts
- Editorial page
- Title page
- Copyright page
- Table of contents
- Contributors
- Introduction
- Overview of the chapters
- References
- Chapter 1. Negotiating equitable language teaching practices: Membership and epistemic stance in asynchronous online discussions
- Equity-enriched orientations to language teaching
- Equity-enriched orientations to teacher education
- Post-cognitive view on epistemic stance
- Theoretical framework
- Methods
- Context and participants
- Data analysis and warrants
- Findings
- Embracing linguistic pluralism and opposing English-only practices
- Highlighting linguistic pluralism as an equity-enriched practice
- Being conflicted as a language teacher
- Discussion and implications for language teacher education in digital contexts
- Conclusion
- References
- Chapter 2. "Sitting in the back of the class": Positional identities in an online MA TESOL program
- Theoretical framework
- Methods
- Participants and context
- Data collection
- Data analysis
- Findings
- Pre-positioning
- Moment-to-moment practices
- Characterizations of practice
- Patterns of participation
- Positional identities
- Discussion
- References
- Chapter 3. Gameful teaching: Exploring language teacher identity and agency through video games
- Language teacher identity and agency
- Gameful learning and teaching
- Methods
- Context and data
- ELLE description
- Data collection and participant
- Data analysis
- Findings
- "I used to be very traditional": Looking back, moving forward
- Intersections between teacher and gamer identities
- Concluding remarks
- References
- Chapter 4. 'We will have to remember this as teachers': A micro-analytical approach to student-teacher online interaction and teacher identity
- Development of VE teacher identities
- Identity negotiation explored through interaction analysis
- Context
- Telecollaboration/virtual exchange
- Class description and study participants
- Data analysis through a multimodal interactional approach
- Ongoing development of VE teacher competences and identity
- Analysis 1: Meeting 1
- Analysis 2: Meeting 4
- Analysis 3: Meeting 7
- Analysis 4: Meeting 9
- Discussion
- Conclusion
- Acknowledgements
- References
- Transcription key
- Chapter 5. Discursive construction of collective identity in a global online community of practice of English language teachers
- Theoretical framework
- Communities of practice
- Online communities of practice
- Positioning, identity, and collective identity
- The study
- Context and background
- Data sources and analysis
- Findings
- RQ1: How do Webheads construct a collective identity of Webheads and Webhead-ness discursively?
- RQ2: What linguistic practices do Webheads employ in their emails that reflect and reproduce their community values and collective identity?
- RQ3: How do the Webheads community and its collective identity shape teachers' professional development as experienced by members?
- Discussion and conclusion
- References
- Chapter 6. Sharing stories around the digital campfire: In-service teachers, cognition/emotion dissonance, and the asynchronous online classroom
- Linking language teacher cognition (LTC) with language teacher emotion (LTE)
- Perezhivanie and narrative knowledging
- Present study
- Participants
- Data collection
- Short story analysis
- Constructing a collaborative digital learning space
- Igniting the digital campfire
- Sharing narratives around the digital campfire to understand perezhivanie
- Growing professionally as a result of cognition/emotional dissonance
- Negotiating the emotional labor of the profession around the campfire
- Sharing stories to support and growing professionally
- Conclusion
- References
- Chapter 7. Fostering (Critical) digital teaching competence through virtual exchange
- Critical digital literacy and its constituent elements
- VE, teacher education and (critical) digital competence development
- Methodological approach
- The German-Polish exchange: Participants
- Learning context and task sequence
- Research methodology
- Findings and discussion
- Safe learning environment
- Task design
- Interactional support
- Concluding remarks
- References
- Chapter 8. Customizing web 2.0 tools to writing pedagogy: TPACK-based professional development of L2 writing teachers
- Review of the literature
- CALL teacher PD
- Teachers' TPACK
- L2 writing TE and technology
- Methods
- Participants
- Instruments
- Procedures
- Results
- Teachers' TPACK-based PD
- Teachers' perceptions
- Discussion
- Conclusion
- References
- Appendix
- Pre-course interview questions
- Post-course interview questions
- Chapter 9. Developing online language teacher identities: Interdisciplinary insights
- A new imperative
- Reconceptualizing OLTE
- Technology-mediated language use
- Technological knowledge
- Modern techno-identities
- Social presence and community
- Translanguacultural awareness
- Conclusion
- References
- Index
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