ICT integration in English language teacher education: insights from Turkey, Portugal and Poland

2019-03-13
AŞIK, ASUMAN
KÖSE, SERHAN
Eksi, Gonca Yangln
Seferoğlu, Gölge
PEREİRA, RİCARDO
EKİERT, MALGORZATA
The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed.
COMPUTER ASSISTED LANGUAGE LEARNING

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Citation Formats
A. AŞIK, S. KÖSE, G. Y. Eksi, G. Seferoğlu, R. PEREİRA, and M. EKİERT, “ICT integration in English language teacher education: insights from Turkey, Portugal and Poland,” COMPUTER ASSISTED LANGUAGE LEARNING, pp. 0–0, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57216.