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Academic Paper |
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| Title: | Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology |
| Author: | Euline Cutrim Schmid |
| Institution: | Pädagogische Hochschule Heidelberg |
| Author: | Volker Hegelheimer |
| Institution: | Iowa State University |
| Linguistic Field: | Applied Linguistics |
| Subject Language: |
English
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| Abstract: | 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, ). 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. |
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This article appears IN ReCALL Vol. 26, Issue 3. |
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