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In Understanding the World Language edTPA: Research?Based Policy
and Practice, two researchers in the forefront of world language
edTPA discuss the new beginning teacher portfolio, including its
required elements, federal and state policies concerning teacher
evaluation, and research from their own programs. Higher education
faculty members and language teacher preparation program
coordinators who would like to better understand edTPA requirements
and gain suggestions for necessary programmatic changes will find
this book of interest.The book is composed of eight chapters. The
authors begin by describing edTPA and how it became a national
trend to assess beginning teacher ability. In Chapter 2, the
authors present ideas about curricular changes that may need to
occur in traditional world language teacher education programs, as
well as suggestions to assist teacher candidates as they begin to
develop their portfolios. Afterward, the authors discuss the
context for learning (Chapter 3) and they begin with assessment,
moving to planning, and then to instruction (Chapters 4, 5, 6). In
each chapter, the authors discuss the work sample that teacher
candidates must create, an analysis of a high?scoring portfolio,
and steps to stimulate teacher candidates' professional thinking.
In Chapter 7, the authors present activities for the methods
classroom. In the final chapter, the authors provide a critical
analysis of edTPA, in general, and the world language edTPA, in
particular. Understanding the World Language edTPA: Research?Based
Policy and Practice provides readers with a much?needed guide to
inducting teacher candidates into the new portfolio requirements,
while helping higher education faculty make appropriate curricular
changes to accommodate edTPA.
In Understanding the World Language edTPA: Research?Based Policy
and Practice, two researchers in the forefront of world language
edTPA discuss the new beginning teacher portfolio, including its
required elements, federal and state policies concerning teacher
evaluation, and research from their own programs. Higher education
faculty members and language teacher preparation program
coordinators who would like to better understand edTPA requirements
and gain suggestions for necessary programmatic changes will find
this book of interest.The book is composed of eight chapters. The
authors begin by describing edTPA and how it became a national
trend to assess beginning teacher ability. In Chapter 2, the
authors present ideas about curricular changes that may need to
occur in traditional world language teacher education programs, as
well as suggestions to assist teacher candidates as they begin to
develop their portfolios. Afterward, the authors discuss the
context for learning (Chapter 3) and they begin with assessment,
moving to planning, and then to instruction (Chapters 4, 5, 6). In
each chapter, the authors discuss the work sample that teacher
candidates must create, an analysis of a high?scoring portfolio,
and steps to stimulate teacher candidates' professional thinking.
In Chapter 7, the authors present activities for the methods
classroom. In the final chapter, the authors provide a critical
analysis of edTPA, in general, and the world language edTPA, in
particular. Understanding the World Language edTPA: Research?Based
Policy and Practice provides readers with a much?needed guide to
inducting teacher candidates into the new portfolio requirements,
while helping higher education faculty make appropriate curricular
changes to accommodate edTPA.
The COVID-19 pandemic radically and rapidly, and perhaps forever,
changed the K-20 educational landscape. In March 2020, K-12 schools
and institutions of higher education were forced to pivot quickly
to online and remote teaching. This new paradigm resulted in many
teachers, regardless of content area, being unprepared. In the
field of second language teaching and learning, world language and
TESOL educators require the investigation of techniques used during
the global pandemic to ensure continued success in online teaching
practice. The Handbook of Research on Effective Online Language
Teaching in a Disruptive Environment provides strong and cogent
guidance in the use of pedagogically sound methods of online
language instruction. This book builds an innovative knowledge base
about teaching during disruptive times in the context of K-20
language learning that is supported with empirical evidence.
Covering topics such as online work engagement, reflective
practice, and flipped classroom methods, this handbook serves as a
powerful resource for instructors of English language arts and
TESOL, TESOL professionals, pre-service teachers, professors,
administrators, instructional designers, curriculum developers,
students, researchers, and academicians.
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