{"title":"(二)积极实践:批判数字教学法使在线英语教师教育人性化","authors":"Merideth Garcia, Amy Piotrowski","doi":"10.58680/ee202231755","DOIUrl":null,"url":null,"abstract":"As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"48 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"(Re)Active Praxis: Humanizing Online English Teacher Education through Critical Digital Pedagogy\",\"authors\":\"Merideth Garcia, Amy Piotrowski\",\"doi\":\"10.58680/ee202231755\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.\",\"PeriodicalId\":53044,\"journal\":{\"name\":\"Getsempena English Education Journal\",\"volume\":\"48 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Getsempena English Education Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.58680/ee202231755\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Getsempena English Education Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.58680/ee202231755","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
(Re)Active Praxis: Humanizing Online English Teacher Education through Critical Digital Pedagogy
As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.
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