Teacher Training and Linguistic Diversity: Methodological and Outcome Analysis of an Online Course
DOI:
https://doi.org/10.33423/jhetp.v22i11.5422Keywords:
higher education, teacher training, language teaching, sociolinguistics, online learning, computer-assisted teachingAbstract
This research aims to delve into sociolinguistic content in the context of teacher training itineraries at the Universitat Politècnica de València (Spain). Using both quantitative and qualitative methodologies, the presence of sociolinguistic content will be justified. Likewise, we will analyze the contents and methodology of the subject based on the access data to the materials and the evaluation of the students. The results obtained refer both in terms of the importance of dealing with linguistic attitudes in class and of assessing the tool itself and some of the students’ work habits, which we can extrapolate to others similar training environments, in order to extract good practices.
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Published
2022-09-07
How to Cite
Oltra-Albiach, M. A. (2022). Teacher Training and Linguistic Diversity: Methodological and Outcome Analysis of an Online Course . Journal of Higher Education Theory and Practice, 22(11). https://doi.org/10.33423/jhetp.v22i11.5422
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