‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice

EFL teachers’ factors and students’ affect

Individual learners’ affective factors are very important for foreign language learning. In China foreign language learning mainly happens in classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students’ affection. This study explores how EFL teachers influence students’ affect, what the teachers should do to develop a...

Molecular Targets for Endometriosis Therapy: Where We Are and Where We Are Going?

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"Together we are better": Professional learning networks for teachers

ICT and Future Teachers: Are We Preparing for E-learning?

It is now common for relevant authorities to insist that all newly qualified teachers are able to use a range of ICT applications for teaching and administration (SCTP 1999, NCATE 2001, DfEE 1998). The Australian government has published several papers containing plans and strategies for bringing schools and teachers into the information age (DETYA 2000, DEST 2002). The former, under the title ...

Are We Re-marginalizing Distance Education Students and Teachers?

Changes in the language we use to talk about our activities in service of this mission and a concomitant increased emphasis on blended learning are two trends that emphasize the importance retaining important meaning and knowledge associated with earlier practice and do not limit our thinking by unnecessarily circumscribed discourse. Educators should keep an intentional awareness of the “distan...