In:Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. v–vi
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Published online: 20 January 2022
https://doi.org/10.1075/lllt.57.toc
https://doi.org/10.1075/lllt.57.toc
Table of contents
Contributors
Introduction
Editors
Hayriye Kayi-Aydar
Jonathon Reinhardt
Chapter 1.Negotiating equitable language teaching practices: Membership and epistemic stance in asynchronous online
discussions
Editors
Amber Warren
Natalia Ward
Chapter 2.“Sitting in the back of the class”: Positional identities in an online MA TESOL program
Editor
Angel N. Steadman
Chapter 3.Gameful teaching: Exploring language teacher identity and agency through video
games
Editors
Gergana Vitanova
Emily Johnson
Sandra Sausa
Amy Giroux
Don Merritt
Chapter 4.‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and
teacher identity
Editor
Melinda Dooly
Chapter 5.Discursive construction of collective identity in a global online
community of practice of English language teachers
Editor
Derya Kulavuz-Onal
Chapter 6.Sharing stories around the digital campfire: In-service teachers, cognition/emotion dissonance, and the
asynchronous online classroom
Editors
Curtis Green-Eneix
Peter I. De Costa
Chapter 7.Fostering (critical) digital teaching competence through virtual
exchange
Editors
Andreas Müller-Hartmann
Mirjam Hauck
Chapter 8.Customizing web 2.0 tools to writing pedagogy: TPACK-based professional development of L2 writing teachers
Editors
Mohammad Nabi Karimi
Fatemeh Asadnia
Chapter 9.Developing online language teacher identities: Interdisciplinary insights
Editor
Jonathon Reinhardt
Index
