Abstract
| Original language | English |
|---|---|
| Article number | 23 |
| Pages (from-to) | 1-17 |
| Number of pages | 17 |
| Journal | International Journal of Educational Technology in Higher Education |
| Volume | 14 |
| DOIs | |
| Publication status | Published - 17 Aug 2017 |
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Keywords
- Professional development
- Inquiry learning
- Teacher education
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Teacher professional development in the contexts of teaching English pronunciation. / Hermans, Frans; Sloep, Peter; Kreijns, Karel.
In: International Journal of Educational Technology in Higher Education, Vol. 14, 23, 17.08.2017, p. 1-17.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Teacher professional development in the contexts of teaching English pronunciation
AU - Hermans, Frans
AU - Sloep, Peter
AU - Kreijns, Karel
N1 - DS_Citation:Hermans, F., Sloep, P., & K. Kreijns. (2017) Teacher professional development in the context of teaching English pronunciation. International Journal of Technology in Higher Education, 14(1), 14–23. doi: 10.1186/s41239-017-0059-9
PY - 2017/8/17
Y1 - 2017/8/17
N2 - In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. Teachers need time to test and adapt a teaching design to fit the needs of their classroom practice and the students’ needs. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation.
AB - In this study we focus on the effects of an intervention aiming to improve the English pronunciation skills of secondary school students in the Netherlands. In order to implement a new pedagogy successfully it is of the essence to take into account how teachers learn and what motivates them to adapt and change their way of teaching. Teachers need time to test and adapt a teaching design to fit the needs of their classroom practice and the students’ needs. In this paper the main focus is on finding evidence of teacher professional development in teaching English pronunciation. Results show that teachers are extrinsically motivated to change their teaching behaviour and classroom practice after using a computer assisted teaching tool to teach English pronunciation.
KW - Professional development
KW - Inquiry learning
KW - Teacher education
U2 - 10.1186/s41239-017-0059-9
DO - 10.1186/s41239-017-0059-9
M3 - Article
VL - 14
SP - 1
EP - 17
JO - International Journal of Educational Technology in Higher Education
JF - International Journal of Educational Technology in Higher Education
SN - 2365-9440
M1 - 23
ER -