ICT Integration in English Language Teacher Education: Insights from Turkey, Portugal and Poland

Autor/inn/en	Asik, Asuman; Köse, Serhan; Yangin Eksi, Gonca; Seferoglu, Gölge; Pereira, Ricardo; Ekiert, Malgorzata
Titel	ICT Integration in English Language Teacher Education: Insights from Turkey, Portugal and Poland
Quelle	In: Computer Assisted Language Learning, 33 (2020) 7, S.708-731 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1588744
Schlagwörter	Technology Integration; Educational Technology; Language Teachers; English (Second Language); Teacher Education Programs; Program Effectiveness; Educational Strategies; Technological Literacy; Teacher Attitudes; Student Attitudes; Teacher Educators; Preservice Teachers; Public Colleges; Comparative Education; Institutional Role; Elementary Secondary Education; Foreign Countries; Turkey; Portugal; Poland + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrstrategie; Technisches Wissen; Lehrerverhalten; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Vergleichende Erziehungswissenschaft; Ausland; Türkei; Polen
Abstract	The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01