Teacher Education in CALL   

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Chapter 5. 
Reconstructing Practice: Language Teacher Education and ICT

Diane Slaouti and Gary Motteram, University of Manchester, UK

This chapter concerns itself with the nature of professional development programmes that aim to cater for teachers who already have experience of second language teaching, but who are keen to develop their knowledge of and skills with educational technologies. It provides a view of a knowledge base for language teacher education and ICT, and outlines how this informs aspects of the design of a particular programme. It recognises, however, that participants’ personal knowledge base and their understanding of the contexts within which they work act as a filter to teacher learning, which is, therefore, viewed as an interpretative, reconstructive process. In order to explore some of the significant reconstructive processes through which teachers take ownership of the knowledge and skills with which they engage during such a programme, it draws on data from narrative research carried out with a sample of graduate teachers. This also identifies some of the reconstructions evident in teacher thinking and teacher practice.

References available online

Egbert, J., Paulus, T., and Nakamichi, Y. 2002. “The impact of CALL instruction on language classroom technology use: A foundation for rethinking CALL teacher education?” Language Learning and Technology 6 (3): 108-126. Available at http://llt.msu.edu/vol6num3/egbert/default.html.

Motteram, G. 2001. “The role of synchronous communication in fully distance education”. Australasian Journal of Educational Technology 17 (2): 131-149. Available at http://www.ascilite.org.au/ajet/ajet17/motteram.html.

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Updated September 12, 2006