This comprehensive handbook provides an overview of current trends in computer-assisted language learning (CALL) teacher education and professional development across the globe. It highlights theories and practices in CALL teacher education and professional development in five sections, such as English language teaching, including pre-service teachers, in-service teachers, teacher educators, material developers, course designers and researchers. It explores the role of CALL teacher education and professional development in many underexplored countries such as Africa, Asia, Eastern Europe and the Middle East. It stresses the critical role of professional development programs, from the use of technology in its generic sense. The theoretical and empirical chapters in the book provide a more inclusive and comprehensive picture of various aspects of CALL teacher education and professional development globally. It offers context-specific approaches and strategies to language teachers andteacher educators. It provides pedagogical implications and suggestions for promoting digital literacy and autonomy in online education. This book provides valuable insights for researchers, teacher educators and teacher trainers in applied linguistics.
Tabella dei contenuti
Contextualizing and Adapting Teacher Education and Professional Development.- CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts.- Pre-Service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiwan.- Secondary Pre-Service English Teachers’ Response to CALL Innovation in Cambodia.- Fostering Digital Literacy and Learner Autonomy Readiness Among Pre-Service Teachers in Online Education.- Online Teacher Education in Times of Crisis: Listening to Teachers’ Voices During COVID-19.- How Do Indonesian EFL Student Teachers Solve Teaching Issues during Online Teaching Practicums? A Phenomenological Study.- CALL Teacher Education for Young Learner Classrooms.- Emergency Remote EFL Instruction in Brazil, China and Indonesia: What Teachers Learned and How.- Kimono Books and Chicken Hats: Doing Critical Literacy as Professional Development in One Urban Elementary School.- Teacher Education in Mobile Assisted Language Learning for Adult Migrants: A Study of Provincial Centres for Adult Education in Italy.- Emergency Online Teaching: Voices from Hong Kong CALL Teachers.
Circa l’autore
Dara Tafazoli (Ph.D.) is Research Officer at the VR School Study, Australia. He is currently working on developing and implementing the CALL literacy framework for language teachers at the School of Education, the University of Newcastle, Australia. Dara received his Ph.D. in Languages and Cultures from the University of Cordoba, Spain, in 2019. His research interests are computer-assisted language learning (CALL), CALL teacher education and professional development. His works have been published by Palgrave Macmillan, Springer, Emerald, etc. He has also contributed widely to international and local journals.
Michelle Picard (Ph D), Professor at Flinders University, Australia, has been working in the fields of Education/Applied Linguistics since 1989. She has taught at every level from Primary and Adult Basic Education and Training to Researcher Education programs to Ph D and post-doctoral fellows. Her university work has spanned enabling/Foundation programs, ELICOS, academic language and learning and lecturing within the School of Education. Michelle has lived and worked in Australia, South Africa, the United Arab Emirates, and The Sultanate of Oman and regularly taught programs in Singapore. Her fields of expertise include all levels of academic literacy development including academic integrity, TESOL, higher education, online learning and English for Academic Purposes. Michelle has held a number of leadership positions including Associate Dean of the Faculty of the Professions and Director, Researcher Education at the University of Adelaide, Director of Studies at two ELICOS centres and numerous coordinator positions. She served as Deputy Director within the English Language and Foundation Studies Centre at the University of Newcastle from July 2016 to July 2019 and was the Dean of Teaching and Learning in the College/Faculty of Arts, Business, Law and Social Sciences at Murdoch University until September 2022. Currently, Michelle serves as Pro Vice-Chancellor Learning and Teaching Innovation at Flinders University in South Australia.
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