Table of Contents
Table of Contents
Preface
Chapter 1. Is In-Service Teacher Training Useful? Applying the Transfer of Learning Factors Model in Mexican Schools
(Carla Quesada-Pallarès, PhD, Anna Ciraso-Calí, Edith Mariana Rebollar-Sánchez, PhD, and Miren Fernández-de-Álava, PhD, University of Vic, Central University of Catalonia, Catalonia, Spain)
Chapter 2. Examining Personalized Professional Development and Its Influence on Teacher Knowledge, Teaching Practices, and Reading Comprehension Instruction in the Upper Elementary Grades
(Sarah Clark, PhD, Brigham Young University, Provo, Utah, US)
Chapter 3. Teachers’ Views on the New Teaching, Learning, and Assessment Methodologies
(Tebogo Mogashoa, EdD, University of South Africa, Pretoria, South Africa)
Chapter 4. Field Experience in the Mirror of Partnership: Insights from a Personal-Professional Journey
(Bilha Bashan, PhD, Talpiot College of Education, Holon, Israel)
Chapter 5. Partnerships to Support Student Teacher Learning during Practicum
(Lyn McDonald, EdD, University of Auckland, Auckland, New Zealand)
Chapter 6. Practices and Challenges in an Undergraduate Teachers’ Course: Modeling-Based Learning and Peer Assessment in Science
(Pantelitsa Karnaou, Olia E. Tsivitanidou, PhD, Michalis Livitziis, Christiana. Th. Nicolaou, PhD, and Costas P. Constantinou, PhD, University of Cyprus, Nicosia, Cyprus, and others)
Chapter 7. An Analysis of the Development of a School-Based Curriculum
(Yuan-Chuan Cheng PhD and Yin-Che Chen, PhD, National Tsing Hua University, Hsinchu, Taiwan)
Chapter 8. Positive Education: Theory, Practice, and Challenges
(Rose Pennington, Alexander Seeshing Yeung, PhD, Anthony Dillon, PhD, and Toni Noble, PhD, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia)
Chapter 9. Implementation of the Beghetto-Kaufman-Baer Approach to Creativity and the Four-C Developmental Trajectory in Common Core Foreign Language Classrooms
(Mohammad Ali Salmani Nodoushan, PhD, Iranian Institute for Encyclopedia Research, Tehran, Iran)
Chapter 10. The Ways Non-Native Foreign Language Teachers Enhance Creative Language Learning
(Krzysztof Polok, PhD, University of Zilina, Zilina, Slovakia)
Chapter 11. Teaching Listening: Meta-Synthesis of Research in Theoretical Conceptions and Practices from 2000 to 2017
(Chiew Hong, PhD, Nanyang Technological University, Singapore)
Chapter 12. Learners with Sensory Integration Disorders in English Foreign Language Lessons
(Izabela Bieńkowska, University of Bielsko-Biala, Bielsko-Biala, Poland)
Chapter 13. Attitudes Towards Communicative Language Teaching and Perceptions of Its Implementation Difficulties: Which One Determines Language Teachers’ Teaching Style?
(Mehrak Rahimi, PhD, and Farhad Naderi, English Department, Shahid Rajaee Teacher Training University, Tehran, Iran, and others)
Chapter 14. Professional Identity Development of Teachers: Does a Safe Environment Help or Hinder?
(Sarah Turner, PhD, and James Moran, Centre for the Academic Practice, Loughborough University
England, UK)
Chapter 15. Supporting Teachers’ Sense of Competence: Effects of Perceived Challenges and Coping Strategies
(Manuela Keller-Schneider, PhD, Alexander Seeshing Yeung, PhD, and Hua Flora Zhong, PhD, Zurich University of Teacher Education, Zurich, Switzerland, and others)
Index
