CALL Teacher Training-Considerations for Low-Resource Environments: Overview of CALL Teacher Training

Autor/inn/en	Karatay, Yasin; Hegelheimer, Volker
Titel	CALL Teacher Training-Considerations for Low-Resource Environments: Overview of CALL Teacher Training
Quelle	In: CALICO Journal, 38 (2021) 3, S.271-295 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; COVID-19; Pandemics; Educational Change; Language Teachers; English (Second Language); Online Courses; Teacher Education Programs; Faculty Development; Technological Literacy; Instructional Design; Pedagogical Content Knowledge; Open Educational Resources; Ethics; Theory Practice Relationship; Course Descriptions; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Online course; Online-Kurs; Technisches Wissen; Lesson concept; Lessonplan; Unterrichtsentwurf; Pädagogische Kompetenz; Ethik; Theorie-Praxis-Beziehung; Kursstrukturplan; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The pandemic in 2020 has profoundly impacted millions of people all around the world. We have experienced intense disruption in our daily lives. We have lost loved ones, jobs, motivation, and precious time that could have been used more productively. The pandemic did not distinguish between borders, race, or gender. It affected everyone but not equally, unveiling socioeconomic differences within and across countries in access to robust health care, tolerable working environments, and other basic needs. Inevitably, the pandemic has also disrupted the normal course of the way we teach and learn, especially in English for Foreign Languages (EFL) contexts. Administrators and teachers needed to suddenly reconfigure their in-person classes for online teaching while students had to adjust to this new way of language learning. As Godwin-Jones (2020) envisaged, this widespread switch to distance learning seems likely to be the new normal rather than a one-time occurrence. Considering Hubbard and Levy's (2006) concern that "both language teachers in training and practicing teachers will find themselves at a disadvantage if they are not adequately proficient in computer-assisted language learning," it is now even more crucial for language teachers to develop skills, knowledge, and understanding of technology use in language teaching. As Oskoz and Smith (2020) pointed out, this new era in language teaching and learning provides a unique opportunity to investigate the affordances of technology and harmonize these affordances with learner, teacher, and curricular objectives. Thus, taking a fresh look at teacher training for computer-assisted language learning (CALL) in order to see how these affordances can be better implemented, especially in low-resource contexts, seems like a perfect place to start. In this article, we first discuss some critical issues in CALL teacher education. Then we introduce an online CALL teacher education (CTE) course by explaining how these issues have been implemented in designing the course. We conclude by providing practical guidelines on how to design online professional development courses in the language teaching field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01