کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941616 | 1436753 | 2017 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Inclusive practices in teaching students with dyslexia: Second language teachers' concerns, attitudes and self-efficacy beliefs on a massive open online learning course
ترجمه فارسی عنوان
شیوه های فراگیر در آموزش دانش آموزان مبتلا به نارساخوانی: نگرانی ها، نگرش ها و باورهای خودکارآمدی معلمان زبان دوم در یک دوره آموزشی گسترده آنلاین باز
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants' post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 68, November 2017, Pages 30-41
Journal: Teaching and Teacher Education - Volume 68, November 2017, Pages 30-41
نویسندگان
Judit Kormos, Joanna Nijakowska,