Collaborative Language Teachers
Professional Development Series
Collaborative Language Teachers
Professional Development Series
We've established this innovative platform to facilitate ongoing professional and pedagogical development, as well as collaborative learning experiences of graduate students, language teachers, and university instructors.
We've established this innovative platform to facilitate ongoing professional and pedagogical development, as well as collaborative learning experiences of graduate students, language teachers, and university instructors.
Collaborative Language Teacher Professional Development Series is funded by the Department of Second Language Acquisition and Teaching, Department of English, and The Graduate and Professional Student Council at the University of Arizona.
Collaborative Language Teacher Professional Development Series is funded by the Department of Second Language Acquisition and Teaching, Department of English, and The Graduate and Professional Student Council at the University of Arizona.
"Too many people graduate from college without having had experience composing memos, building a web site, writing a blog post, or creating a compelling photo. They stumble when asked to create an infographic, deliver a speech, create a podcast, share a compelling story, or create a YouTube video. The have not had sufficient experience in creating to learn" (Hobbs, 2017, p.8).
"Too many people graduate from college without having had experience composing memos, building a web site, writing a blog post, or creating a compelling photo. They stumble when asked to create an infographic, deliver a speech, create a podcast, share a compelling story, or create a YouTube video. The have not had sufficient experience in creating to learn" (Hobbs, 2017, p.8).
The way educators integrate educational technologies in classes “very often depend[s] on their high or low digital competence” (Krumsvik, et al., 2016. p.146).
Teacher collaboration “can contribute to the creation of a community in which teachers learn from their differences” (Matsuda, & Matsuda, 2001, p. 109-110).