TOPIC 4

 Topic 4: Foundations of teacher education in CALL 

Theoretical foundations in the discipline of education include understanding and valuing how to integrate scholarship into the practice of teaching. They also include knowing how to apply conceptual frameworks, theories and models. Conceptual frameworks are broad, overarching views of the world.

The scope of CALL education

Teachers need different types of skills in relation to technology: technical skills, either for using or for producing materials, or both; pedagogical skills, to make meaningful use of the technology; and learning support skills, to help learners make meaningful use of the technology. But not all teachers need to develop the same technology skills and develop them equally extensively. Hubbard and Levy (2006) point out that different contexts may call for different types and levels of knowledge. 

They propose a framework based on an individual teacher’s expected role, to determine the skills that need to be acquired. Adopting any one role depends on the teacher’s institutional role (preservice, in-service, CALL specialist, CALL professional) and functional role (practitioner, developer, researcher and trainer)

 Theory and practice in teaching project-oriented CALL

General trends in CALL education: 

•The production of training and support materials for teachers 

•A growing literature in CALL teacher education itself at the levels of both research and practice

•The use of online collaborative learning techniques in CALL teacher education

 

 

Technology standards for teacher education, credentialing, and certification

 

National Board for Professional Teaching Standards

•Teachers are committed to students and their learning

•Teachers know the subjects they teach and how to teach those subjects to students

•Teachers are responsible for managing and monitoring student learning.

•Teachers think systematically about their practice and learn from experience.

•Teachers are members of learning communities