東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring the Design Process of an O...

Yu, Patricia,

FindBook

Google Book

Amazon

博客來

Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study // Patricia Yu.
作者:	Yu, Patricia,
面頁冊數:	1 electronic resource (295 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31638636
ISBN:	9798302829689

Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study /
Yu, Patricia,

Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study /Patricia Yu. - 1 electronic resource (295 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

This qualitative case study conducted under the informed exploration phase of design-based research explored the design process of an online teacher professional development (OTPD) prototype course for Korean language teachers to adopt a multiliteracies-based pedagogy in the K-12 context. This study is a response to the lack of research on professional development entailing the adoption of a multiliteracies-based pedagogy within the K-12 foreign language field that reflects the voices of practicing teachers. The first research question addressed how the designer's experience and design principles were constructed in designing OTPD for Korean language teachers' adoption of a multiliteracies pedagogy. The second research question examined how the participating Korean language teachers experienced and perceived a multiliteracies pedagogy approach during the design process of OTPD. The qualitative case study research analyzed qualitative data, which encompassed interviews with participating teachers, their participation in the sample activities and design document review, as well as the designer's notes and design documents. The designer's experience during the design process is summarized in six generated themes that affected the designer's decisions from initial to revised design- considering students, making real-world connections, and acknowledging the boundaries of the curriculum and program-and from revised to final design-adapting to gradual change and the coexistence of pedagogies, developing a collaboration space for authentic texts for the new pedagogy, and demonstrating practical leading for modeling instructional languages and providing feedback. Subsequently, 12 design principles were generated to guide the design of OTPD, specifically for the adoption of a multiliteracies pedagogy. During the design process, the participating teachers displayed positive perceptions of authentic texts and a multiliteracies-based pedagogy. Nonetheless, they also indicated their need for mutual and practical advice concerning text searching, task scaffolding, and instructional examples and expressed concerns about aligning multiliteracies with their curriculum goals and students' language proficiency. The study's findings confirm the Community of Inquiry framework and provide additional design considerations, thus contributing to the existing knowledge base concerning online design aimed at developing teachers' professional learning for the adoption of a multiliteracies pedagogy. The findings also clarify Korean teachers' practical needs when adopting a multiliteracies pedagogy and identify areas for further research on a multiliteracies-based pedagogy for Korean language teaching.

English

ISBN: 9798302829689Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Community of inquiry

Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study /
LDR:04385nmm a22004453i 4500 001 2433192
005 20250822095311.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798302829689
035 $a (MiAaPQD)AAI31638636
035 $a AAI31638636
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Yu, Patricia, $e author. $3 3822704
245 1 0 $a Exploring the Design Process of an Online Teacher Professional Development for Korean Language Teachers to Adopt a Multiliteracies-Based Pedagogy in the K-12 Context: An Informed Exploration Phase of a Design-Based Research Study / $c Patricia Yu.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (295 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
500 $a Advisors: Hathaway, Dawn M. Committee members: Kim, Sujin; Evmenova, Anya S.
502 $b Ph.D. $c George Mason University $d 2024.
520 $a This qualitative case study conducted under the informed exploration phase of design-based research explored the design process of an online teacher professional development (OTPD) prototype course for Korean language teachers to adopt a multiliteracies-based pedagogy in the K-12 context. This study is a response to the lack of research on professional development entailing the adoption of a multiliteracies-based pedagogy within the K-12 foreign language field that reflects the voices of practicing teachers. The first research question addressed how the designer's experience and design principles were constructed in designing OTPD for Korean language teachers' adoption of a multiliteracies pedagogy. The second research question examined how the participating Korean language teachers experienced and perceived a multiliteracies pedagogy approach during the design process of OTPD. The qualitative case study research analyzed qualitative data, which encompassed interviews with participating teachers, their participation in the sample activities and design document review, as well as the designer's notes and design documents. The designer's experience during the design process is summarized in six generated themes that affected the designer's decisions from initial to revised design- considering students, making real-world connections, and acknowledging the boundaries of the curriculum and program-and from revised to final design-adapting to gradual change and the coexistence of pedagogies, developing a collaboration space for authentic texts for the new pedagogy, and demonstrating practical leading for modeling instructional languages and providing feedback. Subsequently, 12 design principles were generated to guide the design of OTPD, specifically for the adoption of a multiliteracies pedagogy. During the design process, the participating teachers displayed positive perceptions of authentic texts and a multiliteracies-based pedagogy. Nonetheless, they also indicated their need for mutual and practical advice concerning text searching, task scaffolding, and instructional examples and expressed concerns about aligning multiliteracies with their curriculum goals and students' language proficiency. The study's findings confirm the Community of Inquiry framework and provide additional design considerations, thus contributing to the existing knowledge base concerning online design aimed at developing teachers' professional learning for the adoption of a multiliteracies pedagogy. The findings also clarify Korean teachers' practical needs when adopting a multiliteracies pedagogy and identify areas for further research on a multiliteracies-based pedagogy for Korean language teaching.
546 $a English
590 $a School code: 0883
650 4 $a Education. $3 516579
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language instruction. $3 3541319
653 $a Community of inquiry
653 $a Design process
653 $a Design-based research
653 $a Korean language teachers
653 $a Multiliteracies-based pedagogy
653 $a Online teacher professional development
690 $a 0515
690 $a 0710
690 $a 0444
710 2 $a George Mason University. $b Education. $e degree granting institution. $3 3767489
720 1 $a Hathaway, Dawn M. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-07A.
790 $a 0883
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31638636