عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL55181
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
A Professional Development Programme for Supporting Teachers in the Design, Development, and Implementation of Technology Enhanced Learning Activities for Teaching Arabic as a Foreign Language
General Material Designation
[Thesis]
First Statement of Responsibility
Essam, Rasha
Subsequent Statement of Responsibility
Passey, Don
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Lancaster University (United Kingdom)
Date of Publication, Distribution, etc.
2019
GENERAL NOTES
Text of Note
223 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Lancaster University (United Kingdom)
Text preceding or following the note
2019
SUMMARY OR ABSTRACT
Text of Note
The purpose of this two cycles design-based research study is to explore the approaches with response to and perceptions of teachers towards a professional development programme (PDP) for enabling them to design, develop, and implement technology enhanced learning (TEL) activities for teaching Arabic as a foreign language (AFL). The PDP was designed with reference to Laurillard's (2002) conversational framework and Passey's (2011) learning elements framework. Semi-structured interviews, online open-ended questionnaires, and observations are used for data collection. The results are analysed and presented visually and in text to show different levels of detail. The findings identified teachers' positive and negative perceptions towards the support elements provided throughout the PDP in addition to: 1) their pedagogical outcomes in relation to the different types of support provided; 2) the positive influencers and barriers that affected them throughout the PDP; 3) their produced outcomes (artefacts); and 4) their students' responses from their perspectives. The design principles of a successful implementation of a PDP were also included based on findings. Finally, this study attempts to assist PDP designers by referring to the theoretical and practical implications that can help them in designing similar programmes. In addition, originality in terms of the design, development, and implementation of the PDP are highlighted, so adding to the learning design body of knowledge with respect to foreign language learning.
UNCONTROLLED SUBJECT TERMS
Subject Term
Educational technology
Subject Term
Foreign language learning
Subject Term
Pedagogy
Subject Term
Teacher education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Essam, Rasha
PERSONAL NAME - SECONDARY RESPONSIBILITY
Passey, Don
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Lancaster University (United Kingdom)
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
