Teacher learning under co-construction: Affordances of digital social annotated reading
Following calls for more extensive professional development (PD) opportunities for novice L2 teaching assistants (TA), this article reports on a PD activity implemented with six French TAs who read and discussed scholarly literature related to multiliteracies pedagogies through a digital social anno...
Gardado en:
| Publicado en: | URI:https://journals.openedition.org/alsic, |
|---|---|
| Auteurs principaux: | , |
| Formato: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicado: |
Alsic
2018
|
| Sujets: | |
| Acceso en liña: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |