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Unraveling the Mystery of EFL Teachers’ Professional Development in Computer Assisted Language Learning: A Reflective Approach
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, National Taiwan Normal University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Much research has been conducted on teachers' cognition in general subjects, but relatively few studies have centered on language teachers’ conceptualizations of Computer Assisted Language Learning (CALL). The present study thus hoped to bridge a gap of existing research on language teachers' cognition. It aimed to inquire into EFL teachers’ beliefs about CALL and their TPCK of integrating technology into teaching. Successfully completing a 12-week reflection-based CALL teacher development workshop, four in-service EFL teachers constituted the ultimate subjects of the study. Their beliefs about CALL were identified out of their reflection entries and interview transcriptions while their TPCK was captured through analyzing their lesson plans and stimulated recall transcriptions. The CALLTD workshop seemed to have contributed to the four teachers' professional development in terms of shaping positive beliefs about CALL and expanding knowledge of integrating technology into teaching.

Citation

Tseng, J.j.J. (2009). Unraveling the Mystery of EFL Teachers’ Professional Development in Computer Assisted Language Learning: A Reflective Approach. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4160-4168). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

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