Teacher professional development and online instruction: Cultivating coherence and sustainability
Teacher professional development and online instruction: Cultivating coherence and sustainability
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教师专业发展和在线教学：培养一致性和可持续性
DOI：
10.1111/flan.12468
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发表时间：
2020
影响因子：
2.7
通讯作者：
Kate Paesani
中科院分区：
文献类型：
--
作者：
Kate Paesani
当我们致力于为在线语言教师提供连贯和系统的专业发展时，考虑教师发展研究的结果至关重要。本文首先简要回顾了这一研究以及与在线教学相关的教师学习调查，特别关注基于社会文化理论的研究（Lantolf，2000，Sociocultural theory and second language learning，Oxford University Press，Oxford，England; Vygotsky，1986，Thought and language，MIT Press，剑桥，MA）。从这项研究的主要内容是通过教师专业发展的努力，目前正在进行的语言习得高级研究中心在明尼苏达大学。本文最后提出了为在线语言教学制定研究型专业发展计划的建议。
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.