This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional development, to successful practices of online teacher training courses. Bringing together examples from various countries and contexts of how L2 teacher trainers and trainee teachers view these forced changes and react to them, the volume fills a gap in the use of digital technology in contexts where teacher educators and trainee teachers are not technology-literate and not prepared for technology-oriented education. In addition to a Foreword by Mark Warschauer and Introduction and Conclusion chapters by Editors, the volume features 13 full-length chapters by some of the well-known experts from countries such as Australia, Finland, Mexico, the UK, the USA, Spain, Singapore, Turkey and Sweden.
Author(s): Karim Sadeghi, Michael Thomas
Series: Digital Education and Learning
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 313
City: Cham
Foreword
Praise for Second Language Teacher Professional Development
Contents
Notes on Contributors
List of Figures
List of Fragments
List of Tables
Part I: CALL Affordances in Teacher Education
1: Introduction: Educational Technology in Teacher Education
1.1 Introduction
1.2 An Overview of the Book
References
2: Reimagining Education Is Dead. Long Live Reimagining Education! New Technological Innovations in Second Language Teacher Education and Professional Development
2.1 Introduction
2.2 Reimagining Education Is Dead: The Aftermath of the Transition to Online Education
2.2.1 Historical Continuity Revisited
2.2.2 Reconfiguring Course Structure and Digital Pursuits
Reconceptualizing Principal Imaginations
Reimagining Course Structure and Digital Pursuits
Ethos, Pathos, Logos: The Rhetorical Triangle, The Ingredients of Persuasion
2.3 Long Live Reimagining Education! Discoveries Made and Future Directions
References
3: Extending Blended Learning and the Roles of Technology to Meet Teacher-Training Needs in the New Normal
3.1 Introduction
3.1.1 Background to the Project
3.1.2 Challenges for Teacher-Training Courses
3.2 Methodology
3.2.1 Participants
3.2.2 Quantitative Data
3.2.3 Qualitative Data
3.3 Data Analysis
3.4 Lessons for Post-Pandemic Teacher-Training Practices
3.5 Conclusion
References
4: Technology-Enhanced Language Teacher Development During the COVID-19 Pandemic: Experiences of Southeast Asian English Language Teachers
4.1 Introduction
4.2 Literature Review
4.2.1 Language Teacher Development
Technology-Enhanced Language Teacher Development
Language Teacher Development During the Pandemic
4.3 Methodology
4.3.1 Research Design
4.3.2 Participants
4.3.3 Data Gathering Instrument
4.3.4 Data Gathering Procedure
4.3.5 Data Analysis
4.4 Results and Discussion
4.5 Conclusion and Lessons Learned
References
Part II: Reactions to CALL in Teacher Education during the Pandemic
5: ‘We’ve Been Able to Continue with Our Teaching’: Technology and Pedagogy in Emergency Remote Language Education
5.1 Introduction
5.2 The Research Context
5.2.1 Anne
5.2.2 Rebecca and Jennifer
5.2.3 Kirsty
A Sense of Surprise that Initial Lessons Went Well
A Recognition of Additional Time Needs
A Sense of Avoiding Being Perceived as Technologically Incompetent
Seeking One-to-One Help with Specific Technical Questions
Mini-tech Workshops
Inspiration Videos
Assessment Webinar as a Series of Short Videos
5.3 Implications and Lessons Learned
5.4 Conclusion
References
6: Corpus Linguistics in English Language Teacher Education During the COVID-19 Pandemic: Exploring Opportunities and Addressing Challenges
6.1 Introduction
6.2 Corpus Linguistics (CL)
6.3 Context
6.4 CL Features as Opportunities in While-Pandemic Teaching
6.4.1 CL as a Discipline
6.4.2 Corpus Availability and Analysis
6.4.3 Pedagogical Materials
6.5 Pandemic-Imposed Challenges to CL Teaching
6.5.1 Pedagogical Practice
6.5.2 Technology-Related Issues
6.5.3 Interpersonal Relationships
6.6 Looking Back and Looking Ahead
References
7: Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World
7.1 Introduction
7.2 Digital Competence and Schools
7.2.1 What Is Digital Competence?
7.2.2 Digital Competence in Sweden
7.2.3 Digital Competence in Swedish Schools
7.2.4 The Effect of Digital Competence on the Work Environment
7.2.5 Research Aim and Questions
7.3 Method
7.4 Survey Results
7.4.1 What Is Digital Competence?
7.4.2 Influence of Digital Tools on Language Teaching
7.4.3 What Affects Digital Competence?
7.5 Interview Results
7.5.1 Digital Resources in Teaching
7.5.2 What Is Digital Competence?
7.5.3 Influence of Digital Tools on Language Teaching
7.5.4 What Affects Digital Competence?
7.6 Discussion and Conclusions
7.7 Lessons for a Post-COVID World
References
8: Assessing Instructional Design During Emergency Remote Education
8.1 Introduction
8.2 Theoretical Framework
8.3 Instructional Design
8.3.1 Procedures
8.3.2 Task-Supported Language Teaching
8.3.3 Lesson Components
8.4 Data Collection and Analysis
8.4.1 Participants
8.4.2 Method
8.5 Results and Discussion
8.5.1 Epistemic Design
8.5.2 Setting Design
8.5.3 Social Design
8.6 Post-Pandemic Lessons
8.7 Conclusion
Appendix
References
9: Technology + Pedagogy in EFL Virtual Classrooms: University Teachers’ Professional Needs on Technology-Enhanced Pedagogy
9.1 Introduction
9.2 Technology-Enhanced Language Education
9.3 Professional Development and Teacher Need
9.4 The Study
9.4.1 The Context
9.4.2 Data and Analysis
9.5 Findings
9.5.1 Technology Competence
9.5.2 Pedagogical Design
9.5.3 Material Evaluation
9.5.4 Assessment and Feedback
9.6 Discussion
9.7 Conclusion
References
10: A Pandemic to Remember: Best Practices in an Online Language Acquisition Methods Course
10.1 Introduction
10.2 Pedagogical Practices
10.3 Role-Playing in the Virtual World
10.4 Creativity and Communication
10.5 Integration of Online Best Practices
10.6 Co-teaching Online
10.7 Lessons to Carry Forward, Post-Pandemic
10.8 Conclusion
References
Part III: Emergency Integration of Technology into Tecaher Education Programmes
11: Enhancing Professional Learning of Primary Student Teachers of L1 and L2 Through a Hybrid Learning Environment
11.1 Introduction
11.2 Conceptual Framework for a Hybrid Learning Environment
11.2.1 Professional Development Through a Personal Learning Environment for Reflection and Digital Assessment
11.2.2 Pedagogical Content Knowledge: Focus on Multiliteracies and Language
11.3 Description of a Hybrid Learning Environment for L1 and L2 Student Teachers
11.4 Empirical Insight into Development of a Hybrid Learning Environment
11.4.1 Data and Analysis
11.4.2 Student Teachers’ Reflections on Their Professional Learning
The Case of Maria
The case of Julia
11.5 Discussion
11.6 Lessons for Post-COVID-19 Period
References
12: CALL for Global Learning: Using World 101 for Teacher Training in an Online TESOL Methods Course
12.1 Introduction
12.1.1 The Importance of CALL Training
12.1.2 The Importance of Global Learning and Intercultural Competence
12.2 Research Questions
12.3 Context
12.4 Lesson Analysis
12.4.1 Pedagogical Structure, Populations Targeted, and Skills
12.4.2 Topics
12.5 Discussion
12.6 Conclusion
Appendix
Assignment Prompt
References
13: Learning to Collaborate Through Telecollaboration: Key Knowledge for Novice Teachers in Today’s World
13.1 Introduction
13.2 Collaborative Learning and Telecollaboration
13.3 Data Compilation and Data Management
13.4 Analysis
13.5 Synthesis of the Findings
13.6 Conclusion
References
14: Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence
14.1 Introduction
14.2 Data and Context
14.3 Single Case Analysis: Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions
14.4 Concluding Discussion: Lessons for Post-Emergency LTE
References
15: Conclusion: What Did We Learn from the COVID-19 Pandemic?
15.1 Introduction
15.2 Research on Online Language Teacher Education at the Time of the Pandemic
15.3 Lessons Learned for the Future
References
Index
