The Future of Teacher Education

Innovations across Pedagogies, Technologies and Societies

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Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).

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Pascal Hohaus studied English and Political Sciences as part of a teacher training degree at Leibniz University Hannover. His doctoral dissertation Subordinating Modalities: A Quantitative Analysis of Syntactically Dependent Modal Verb Constructions (J. B. Metzler, 2020) applies construction grammar to the use of modal verbs in subordinate clauses. He co-edited Re-Assessing Modalising Expressions: Categories, Co-text, and Context (John Benjamins, 2020) and recently he edited Science Communication in Times of Crisis (John Benjamins, 2022). Further research interests include the interplay of teaching and research and applying linguistics to the teaching of foreign languages.

Jan-Friso Heeren studied English, Chemistry and Physical Education as part of a teacher training degree at Leibniz University Hannover. There, he has been working as a research assistant at Englisches Seminar. His master’s thesis is entitled Establishing a Mechanism-Based Framework for the Corpus-Informed Analysis of Multi-Word Discourse Markers (Springer, 2022). His research focuses on teacher education and its application in the classroom.
List of Figures and Tables
Notes on Contributors

1 Quo Vadis Teacher Education? Towards a Multi-Dimensional Approach to Educational Innovations in the Light of Pedagogical, Technological and Societal Changes
Pascal Hohaus and Jan-Friso Heeren

PART 1: Pedagogies


2 Teaching Teachers to Research Their Teaching: A Case Study of Practitioner Inquiry in Language Teacher Education
Michelle Kunkel and Betsy Gilliland

3 Working with Classroom Videos in Teacher Education: Analyzing a Complex Activity with a Focus on Non-Cognitive Processes
Corinne Wyss and Nina Hüsler

4 Critical Thinking Practice and Development in Teacher Education: From Reported Understandings to Observed Approaches in the Context of Foreign Language Teaching
Trang Tam Nguyen and Anna Podorova

5 Multimodal Literacy in ESP/EAP: Implications for Professional Development Programs
Vicent Beltrán-Palanques

PART 2: Technologies


6 Argentinian Pre-Service Teachers Designing Virtual Learning Environments for Their Practica: A Study on the Interconnection of Technology, Content and Pedagogy in Foreign Language Teacher Education
Ana Cecilia Cad

7 Teaching English as a Foreign Language in the 21st Century: The Case of the Digital Teaching and Learning Lab Seminar (dTLLS)
Ben Opitz and Michaela Sambanis

8 Artificial Intelligence and the Future of Language Teacher Education: A Critical Review of the Use of AI Tools in the Foreign Language Classroom
Karin Vogt and Nicole Flindt

9 The Use of Hybrid Corrective Feedback in the Foreign Language Classroom and Its Implications for Teacher Education: A Case Study with Chinese Learners in an EAP Setting
Johanathan Woodworth

10 Initiating and Exploring Digital Transformations in Teacher Education in Palestine: Insights from an Erasmus+ Collaboration
Howard Scott, Aida M. Bakeer and Montaser Motia Ujvari

PART 3: Societies


11 Responding Inclusively to Linguistic Diversity in the Classroom: Preliminary Findings from the COMPASS Initiative with Primary School Teachers in South Tyrol (Italy)
Marta Guarda and Gisela Mayr

12 Innovating Literacy Learning for 21st Century Teacher Education: A Sequence of Swedish Case Studies
Hampus Holm, Niclas Lindström, Kirk P. H. Sullivan, Hannah Lindfors, Lukas Oskarsson, Gustav Surting and Nils Vestring

13 Universal Design for Learning to Enhance Freedom of Action and Expression in Teacher Education: Instructional Design in Times of Societal Polarization
Jacqueline P. Leighton

14 Teacher Shortages in Germany: Alternative Routes into the Teaching Profession as a Challenge for Schools and Teacher Education
Raphaela Porsch and Christian Reintjes

Index
This volume provides a research-based foundation and resource for teachers, prospective teachers, teacher educators, policy-makers and scientists in the field of teacher education.
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