Seven articles in this issue address teachers’ beliefs and experiences with on-line professional development, the affordances offered by self-directed PD, the interactional processes that take place during on-line discussion groups, the changes in professional knowledge that group interaction can facilitate, the role of teacher reflection, the delivery of a course in on-line format, and challenges teachers face in switching to in-line instruction.
Richards, J. C. (2021). Introduction: Online Teacher Education and Professional Development in TESOL. Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), 1–7. https://doi.org/10.30466/ijltr.2021.121072
MLA
Richards, J. C. "Introduction: Online Teacher Education and Professional Development in TESOL", Iranian Journal of Language Teaching Research, 9, 3 (Special Issue), 2021, 1–7. doi: 10.30466/ijltr.2021.121072
HARVARD
Richards, J. C. (2021). 'Introduction: Online Teacher Education and Professional Development in TESOL', Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), pp. 1–7. doi: 10.30466/ijltr.2021.121072
CHICAGO
Richards, J. C., "Introduction: Online Teacher Education and Professional Development in TESOL." Iranian Journal of Language Teaching Research, 9 3 (Special Issue) (2021): 1–7, doi: 10.30466/ijltr.2021.121072
VANCOUVER
Richards J. C. Introduction: Online Teacher Education and Professional Development in TESOL. IJLTR. 2021;9(3 (Special Issue)):1–7. doi: 10.30466/ijltr.2021.121072
