Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. Issue 3 (3rd March 2014)

• Record Type: Journal Article
• Authors: Cutrim Schmid, Euline; Hegelheimer, Volker
• Is Part Of: ReCALL. Volume 26:Issue 3(2014)
• Page Start: 315
• Page End: 332
• Publication Date: 2014-03-03
• Subjects: Education -- Great Britain -- Periodicals; Languages, modern -- Periodicals; Language and languages -- Computer-assisted instruction -- Periodicals; Language and languages -- Study and teaching -- Europe -- Periodicals; 418.00785
• DOI: 10.1017/S0958344014000135
• Languages: English
• ISSNs: 0958-3440

Abstract

<abstract abstract-type="normal"> <title>Abstract</title> <p>This paper presents research findings of a longitudinal empirical case study that investigated an innovative Computer Assisted Language Learning (CALL) professional development program for pre-service English as Foreign Language (EFL) teachers. The conceptualization of the program was based on the assumption that pre-service language teachers learn better in situated contexts (Egbert, <xref ref-type="bibr" rid="ref10">2006</xref>). Therefore, a key component of the program was the development of school-based research projects, in which the student teachers needed to design, implement, and evaluate technology-enhanced EFL lessons in collaboration with in-service teachers. Data were collected via field notes, video recordings of lessons, academic research reports produced by the pre-service teachers, and in-depth interviews with the pre-service and in-service teachers. Our findings indicate that the field experiences provided professional learning opportunities that supported the student teachers' development as CALL practitioners. The participating pre-service teachers especially emphasized the important role played by school-based experiences in allowing them to use technology in authentic language teaching scenarios and to evaluate the impact of technology on language teaching and learning. The paper concludes with a discussion of important principles and guidelines that should underlie and inform such collaborative efforts and a summary of the implications of the findings for the design of CALL pre-service teacher education programs.</p> </abstract>