Digital-Inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	CEPS Journal : Center for Educational Policy Studies Journal vol. 15, no. 1 (2025), p. 83
1. Verfasser:	Chilla, Solveig
Weitere Verfasser:	Doetjes, Gerard, Vogt, Karin, Ibrahim, Lina Abed, Tsagari, Dina
Veröffentlicht:	University of Ljubljana, Faculty of Education
Schlagworte:	Germany Norway Digital divide Language Teaching Students English teachers Second language instruction Teacher attitudes Inclusive education Teacher education Educational technology Foreign language learning Second language teachers COVID-19 Classrooms Inclusion Norwegian language Digital transformation Low income groups German language Language teachers Digital technology Education Needs Technology Professional training Learning Teachers Foreign languages Language acquisition Heuristic Educational programs Transformation Attitudes Language shift Uptake Professional development Special Education Influence of Technology Distance Education Learning Processes Access to Computers Academic Accommodations (Disabilities) Individualized Instruction Creative Teaching Special Needs Students Teacher Education Programs Teaching Models Developmental Stages Classroom Environment Educational Needs
Online-Zugang:	Citation/Abstract Full Text Full Text - PDF
Tags:	Tag hinzufügen Keine Tags, Fügen Sie das erste Tag hinzu!

Schreiben Sie den ersten Kommentar!