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

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Opis bibliograficzny
Wydane w:	CEPS Journal : Center for Educational Policy Studies Journal vol. 15, no. 1 (2025), p. 83
1. autor:	Chilla, Solveig
Kolejni autorzy:	Doetjes, Gerard, Vogt, Karin, Ibrahim, Lina Abed, Tsagari, Dina
Wydane:	University of Ljubljana, Faculty of Education
Hasła przedmiotowe:	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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