Telecollaboration in Language Teacher Education : Professional Learning, Identities and Ideologies
Book Details
Format
Hardback or Cased Book
ISBN-10
1350454249
ISBN-13
9781350454248
Publisher
Bloomsbury Publishing PLC
Imprint
Bloomsbury Academic
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Feb 5th, 2026
Print length
200 Pages
Weight
460 grams
Dimensions
23.60 x 15.40 x 1.60 cms
Product Classification:
Language teaching theory & methodsLanguage teaching theory and methodsTeacher training
Ksh 17,450.00
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Explores research on the use of telecollaboration (or virtual exchange) studies in language teacher education through empirical evidence and international case studies.
This exploration of telecollaboration (or virtual exchange) studies in language teacher education considers its potential role in preparing teachers to work in linguistically and culturally diverse settings.
More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds. Part I looks at the foundation of telecollaboration in language teacher education. Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers. Finally, Part III provides insights into employing telecollaboration for intercultural professional development. This book explores teacher candidates'', teachers'', and teacher educators'' professional learning, identities, and ideologies during their participation in transnational telecollaborative projects.
More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds. Part I looks at the foundation of telecollaboration in language teacher education. Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers. Finally, Part III provides insights into employing telecollaboration for intercultural professional development. This book explores teacher candidates'', teachers'', and teacher educators'' professional learning, identities, and ideologies during their participation in transnational telecollaborative projects.
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