A Narrative Inquiry into Iranian EFL Teacher Educators' Voice about Challenges of Call Teacher Education

Autor/in	Meihami, Hussein
Titel	A Narrative Inquiry into Iranian EFL Teacher Educators' Voice about Challenges of Call Teacher Education
Quelle	In: Teaching English with Technology, 21 (2021) 2, S.92-111 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Educators; Teacher Attitudes; Teaching Methods; Barriers; Language Teachers; Teacher Education Programs; Ethnography; Semantics; Standards; Teacher Motivation; College Faculty; Budgets; Educational Policy; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Ethnografie; Semantik; Standard; Fakultät; Finanzhaushalt; Politics of education; Bildungspolitik; Ausland
Abstract	The rapid integration of technology in EFL learning and teaching requires competent EFL teachers to use Computer-Assisted Language Learning (CALL) in their classes. Hence, the role of CALL teacher education in preparing competent EFL teachers is significant. However, conducting CALL teacher education is not without challenges. Given the importance of examining these challenges, the purpose of the current study was to investigate Iranian EFL teacher educators' voice about the challenges of conducting CALL teacher education programs. To that end, eight Iranian EFL teacher educators' biographical narratives were analyzed to obtain challenges concerning CALL teacher education. The thematic analysis of the narratives, based on the principles of ethnography semantics, indicated that challenges such as inertia, ignorance of training CALL educators, insufficient time to address CALL compared to other topics, insufficient infrastructure, insufficient standards, and lack of established methodology to administrate CALL teacher education were among the main obstacles of conducting CALL teacher education in the Iranian context. Moreover, the findings revealed that lack of EFL teachers' motivation to participate in such programs, insufficient CALL infrastructure in schools and institutes, and EFL teachers' inertia were other challenges in CALL teacher education. The findings suggest that the stability of CALL can be reached by removing the challenges of CALL teacher education if policy-makers address issues such as the required budgets, CALL infrastructures, and teacher motivation in CALL teacher education. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01