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
Abstract
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.
Updated September 12, 2006