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

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Pubblicato in:CEPS Journal : Center for Educational Policy Studies Journal vol. 15, no. 1 (2025), p. 83
Autore principale: Chilla, Solveig
Altri autori: Doetjes, Gerard, Vogt, Karin, Ibrahim, Lina Abed, Tsagari, Dina
Pubblicazione:
University of Ljubljana, Faculty of Education
Soggetti:
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
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