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Personal Learning Environments and Personal Learning Networks for Language Teachers' Professional Development

Subjects: Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Language Teachers, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Faculty Development, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Web 2.0 Technologies, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Online Courses, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Teaching Methods, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Second Language Learning, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Second Language Instruction, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Case Studies, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Graduate Students, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Program Descriptions, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Networks, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Distance Education, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Masters Programs, Language Teachers, Faculty Development, Web 2.0 Technologies, Online Courses, Teaching Methods, Second Language Learning, Second Language Instruction, Case Studies, Graduate Students, Program Descriptions, Networks, Distance Education, Masters Programs, Foreign CountriesTurkey (Ankara)

  • Source: Research-publishing.net. 14 pp.

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Academic Journal

Digital Reading Habits of Pre-Service Turkish Language Teachers

Subjects: Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Reading Habits, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Turkish, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Language Teachers, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Preservice Teachers, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Teacher Education Programs, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Reading Interests, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Anxiety, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Reading Motivation, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Reading Processes, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Information Technology, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Information Seeking, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Information Sources, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Internet, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Telecommunications, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Handheld Devices, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Computer Mediated Communication, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Social Media, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Rating Scales, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Student Attitudes, Reading Habits, Turkish, Language Teachers, Preservice Teachers, Teacher Education Programs, Reading Interests, Anxiety, Reading Motivation, Reading Processes, Information Technology, Information Seeking, Information Sources, Internet, Telecommunications, Handheld Devices, Computer Mediated Communication, Social Media, Rating Scales, Student Attitudes, Foreign CountriesTurkey

  • Source: South African Journal of Education, v38 suppl 2 Article 1641 Dec 2018. 12 pp.

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Academic Journal

The ABCs of Inclusive English Teacher Education: A Quantitative and Qualitative Study Examining the Attitudes, Beliefs and (Reflective) Competence of Pre-Service Foreign Language Teachers

Subjects: Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Language Teachers, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Student Attitudes, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Preservice Teachers, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, English (Second Language), Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Second Language Learning, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Second Language Instruction, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Intervention, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Content Analysis, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Disabilities, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Civil Rights, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Immigration, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Student Diversity, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Language Role, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Blended Learning, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Communities of Practice, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Teacher Education, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Inclusion, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Competence, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Reflection, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Attitude Change, Language Teachers, Student Attitudes, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Intervention, Content Analysis, Disabilities, Civil Rights, Immigration, Student Diversity, Language Role, Blended Learning, Communities of Practice, Teacher Education, Inclusion, Competence, Reflection, Attitude Change, Foreign CountriesGermany

  • Source: TESL-EJ, v22 n4 Feb 2019. 18 pp.

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Academic Journal

Classroom Management and Novice Language Teachers: Friend or Foe?

Subjects: Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Classroom Techniques, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Beginning Teachers, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Language Teachers, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Second Language Instruction, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Educational Strategies, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Teacher Effectiveness, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Teacher Role, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Planning, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Discipline, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Conflict, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Classroom Environment, Classroom Techniques, Beginning Teachers, Language Teachers, Second Language Instruction, Educational Strategies, Teacher Effectiveness, Teacher Role, Planning, Discipline, Conflict, Classroom Environment, Time Management

  • Source: HOW, v26 n1 p177-199 Jan-Jun 2019. 23 pp.

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Academic Journal

From Language Learners to Language Teachers: Construction and Implementation of Pedagogical Competence in Pronunciation Instruction

Subjects: Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Language Teachers, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Pedagogical Content Knowledge, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Undergraduate Students, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Foreign Countries, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Pronunciation Instruction, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Preservice Teachers, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Teaching Methods, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, English (Second Language), Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Second Language Instruction, Language Teachers, Pedagogical Content Knowledge, Undergraduate Students, Foreign Countries, Pronunciation Instruction, Preservice Teachers, Teaching Methods, English (Second Language), Second Language Instruction, Teacher Education ProgramsTaiwan

  • Source: International Journal for the Scholarship of Teaching and Learning, v13 n1 Article 10 2019. 9 pp.

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Academic Journal

Effective Language Teachers as Persons: Exploring Pre-Service and In-Service Teachers' Beliefs

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Positive Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Humor, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Interpersonal Competence, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Teacher Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Teacher Characteristics, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Personality Traits, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Knowledge Base for Teaching, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Classroom Techniques, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Teaching Experience, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Positive Attitudes, Language Teachers, Humor, Interpersonal Competence, Teacher Effectiveness, Preservice Teachers, Teacher Characteristics, Personality Traits, Knowledge Base for Teaching, Classroom Techniques, Teaching Experience, Comparative Analysis, Faculty Development, Foreign CountriesIran

  • Source: TESL-EJ, v22 n4 Feb 2019. 25 pp.

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Book

Testing for language teachers.

Subjects: Language and languages -- Ability testing

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Academic Journal

The Readiness of Arabic Language Teachers for Integrating Flipped Classroom: Case of Ma'an

Subjects: Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Foreign Countries, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Readiness, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Semitic Languages, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Language Teachers, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Educational Technology, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Technology Uses in Education, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Homework, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Video Technology, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Gender Differences, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Pedagogical Content Knowledge, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Technological Literacy, Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), English (Second Language), Foreign Countries, Readiness, Semitic Languages, Language Teachers, Educational Technology, Technology Uses in Education, Homework, Video Technology, Gender Differences, Pedagogical Content Knowledge, Technological Literacy, English (Second Language), Second Language InstructionJordan

  • Source: International Journal of Instruction, v11 n4 p855-868 Oct 2018. 14 pp.

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Academic Journal

Thinking Development Techniques Used by Pre-Service Turkish Language Teachers in Informative Text Writing

Subjects: Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Foreign Countries, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Preservice Teachers, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Language Teachers, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Turkish, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Writing Assignments, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Thinking Skills, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Cognitive Processes, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Writing Processes, Foreign Countries, Preservice Teachers, Language Teachers, Turkish, Writing Assignments, Thinking Skills, Cognitive Processes, Writing Processes, Cognitive DevelopmentTurkey

  • Source: Educational Policy Analysis and Strategic Research, v13 n3 p89-99 Sep 2018. 12 pp.

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Academic Journal

Classroom Assessment Literacy for Speaking: Exploring Novice and Experienced English Language Teachers' Knowledge and Practice

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Experienced Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Beginning Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Speech Communication, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Student Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Guidelines, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Knowledge Base for Teaching, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Evaluation Criteria, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Evaluation Methods, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Content Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Formative Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Summative Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Accuracy, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Vocabulary Skills, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Pronunciation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Language Fluency, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Role Playing, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Communicative Competence (Languages)

  • Source: Iranian Journal of Language Teaching Research, v6 n3 p57-77 Oct 2018. 21 pp.

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