Handbook of CALL teacher education and professional development : voices from under-represented contexts / Dara Tafazoli, Michelle Picard, editors.

Format:

Book

Contributor:

Tafazoli, Dara, 1985-

Picard, Michelle, 1970-

Language:

English

Subjects (All):

Web-based instruction.

Internet in education.

Teachers--Training of.

Teachers.

Physical Description:

1 online resource (561 p.)

Place of Publication:

Singapore : Springer, 2023.

Summary:

This comprehensive handbook provides an overview of current trends in computer-assisted language learning (CALL) teacher education and professional development across the globe. It highlights theories and practices in CALL teacher education and professional development in five sections, such as English language teaching, including pre-service teachers, in-service teachers, teacher educators, material developers, course designers and researchers. It explores the role of CALL teacher education and professional development in many underexplored countries such as Africa, Asia, Eastern Europe and the Middle East. It stresses the critical role of professional development programs, from the use of technology in its generic sense. The theoretical and empirical chapters in the book provide a more inclusive and comprehensive picture of various aspects of CALL teacher education and professional development globally. It offers context-specific approaches and strategies to language teachers and teacher educators. It provides pedagogical implications and suggestions for promoting digital literacy and autonomy in online education. This book provides valuable insights for researchers, teacher educators and teacher trainers in applied linguistics.

Contents:

Intro

Foreword

Preface

Acknowledgments

Contents

Editors and Contributors

Abbreviations

List of Figures

List of Tables

Part I Principles of CALL Teacher Education and Professional Development

1 Contextualizing and Adapting Teacher Education and Professional Development

1 Introduction

2 Development of Teacher Training as a Sub-field of CALL

3 TESOL Technology Standards

4 Conclusion

References

2 CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts

2 Lessons Learned

2.1 Technical Challenges

2.2 Resource Challenges

2.3 Strategic Challenges

2.4 Sociocultural Challenges

2.5 Economic Challenges

3 Discussion

Part II Voices of Pre-service Teachers

3 Pre-service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiwan

2 Voices Already Heard

2.1 CALL Teacher Preparation Studies in Under-Represented Contexts

2.2 CALL Teacher Preparation Studies in Taiwan

3 The Case Study

3.1 Situating e-Learning and Teacher Training in Taiwan

3.2 Participants

3.3 Blended CALL Training Program

3.4 Data Collection and Analysis

4 Lessons Learned

4.1 How Effective is the BL Training Program on Pre-service CFL Teachers' CALL Professional Development?

4.2 What Factors, if Any, Facilitate or Hinder These Pre-service CFL Teachers' Learning to Teach with Technology?

5 Discussion and Conclusion

4 Secondary Pre-service English Teachers' Response to CALL Innovation in Cambodia

2 The Present Study

2.1 Framing the Present Project

3 Methods

4.1 General Comments

4.2 Moodle-Based Pronunciation Exercises

5 Discussion

6 Conclusion

5 Fostering Digital Literacy and Learner Autonomy Readiness Among Pre-service Teachers in Online Education

1 Under-represented Context

2 CALL Teacher Education/Professional Development Concerns

3 Voices Already Heard

3.1 Digital Literacy

3.2 Learner Autonomy

3.3 Theoretical Voices

4 Method

4.1 Research Design

4.2 Participants

4.3 Data Collection and Analysis

5 Lessons Learned

5.1 Digital Literacy (DL)

5.2 Learner Autonomy Readiness

5.3 Relationship Between Digital Literacy and Learner Autonomy Readiness

5.4 Perceptions of PTs About Digital Literacy

5.5 Perceptions of PTs About Learner Autonomy

6 Discussion

7 Conclusion

6 Online Teacher Education in Times of Crisis: Listening to Teachers' Voices During COVID-19

3.1 Research Design and Context

3.2 Participants

3.3 Data Collection and Analysis

4.1 Wellbeing

4.2 Time Management

4.3 Access to Learning

4.4 Work Life

4.5 Home Life

5 Discussion

Notes:

5.1 What Changes Have DL Learners (English Language Teachers) Experienced Because of the COVID-19 Pandemic in Their Personal and Professional Lives?

Online resource; title from PDF title page (SpringerLink, viewed May 8, 2023).

Other Format:

Print version: Tafazoli, Dara Handbook of CALL Teacher Education and Professional Development

ISBN:

9789819905140

9819905141

OCLC:

1377819940

Access Restriction:

Restricted for use by site license.