Abstract
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.
Original language | English |
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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 |
Keywords
- Professional development
- Inquiry learning
- Teacher education