Description
Book SynopsisEven though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education. The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.
Trade ReviewThis text can serve as a practical guidebook for educators to improve their integration of CALL in their practice ... Provides a unique and much needed perspective to the study of CALL where it is common for the technology, rather than the teacher implementing it, to take center stage. * CALL-EJ *
This thought-provoking and timely book makes a significant contribution to teacher education in CALL. From its perceptive insights into theory to the innovative suggestions for practice, it charts a path forward with remarkable clarity, honesty and detail. It is highly recommended for practitioners and researchers who are interested in how teacher education can first be conceptualised and then, most importantly, be made to work. * Mike Levy, Professor, The University of Queensland, Australia *
Table of ContentsForeword, written by Regine Hampel (Open University, UK) Preface Part I: Theoretical Framework and Research Design 1. Research on CALL Teacher Education 2. Collaborative Action Research in CALL Teacher Education 3. Research on Language Teacher Cognition
Part II: Evaluation of the Professional Development Program 4. Individual Consultancy and Expert Mediation 5. Pre-service/In-service Collaboration 6. Video-stimulated Reflection 7. Peer-assisted Collaborative Learning
Part III: Summary, Implications and Final Recommendations 8. Impact and Relevance of the Research
Glossary Index
