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

Date

2019-03-13

Author

AŞIK, ASUMAN
KÖSE, SERHAN
Eksi, Gonca Yangln
Seferoğlu, Gölge
PEREİRA, RİCARDO
EKİERT, MALGORZATA

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

190
views

0
downloads

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.

Subject Keywords

Language teacher education, Technology use, Technology training

URI

https://hdl.handle.net/11511/57216

Journal

COMPUTER ASSISTED LANGUAGE LEARNING

DOI

https://doi.org/10.1080/09588221.2019.1588744

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

ICT integration in primary education and teacher education programs in Turkey and in EU countries Yıldırım, Zahide (2007-01-01) The main purpose of this study is to investigate the differences and similarities between the EU Countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the Study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey ...
Foreign Language Teacher Education: The Polish Case Akar, Hanife (2009-01-01) Foreign Language Teacher Training Colleges (FLTTC) were established in Poland as an answer to the need for drastic changes in education in 1992. By the year 2001, FLTTC had managed to graduate the number of teachers the market demanded, yet the quality of these programs was questioned. This paper presents an in-depth understanding of the impact of FLTTC on teacher candidates' learning and development, as described by the participants, and the challenges that FLTTC faced during its early development process....
Computer education in Turkish basic education schools: gaps between policy and practice Şerefoğlu Henkoğlu, Halise; Yıldırım, İbrahim Soner; Department of Computer Education and Instructional Technology (2009) The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about...
Perceived roles, resposibilities and challenges of CT's in the procedure of teaching practice course in practicum Sağlam, Gülderen; Yemenici, Ayşegül; Department of English Language Teaching (2007) This research study aims to investigate how cooperating teachers (CTs) in Partnership Schools working with pre-service teachers (PTs) from Universities in Ankara and Bursa reflect on challenges they face according to their own perceived roles and responsibilities in the process of implementing their complicated and demanding work to contribute to pre-service teacher training in schools. The present study specifically focuses on cooperating teachers’ perceived challenges in relation to the feedback process a...
Blended learning at pre-service teacher education in Turkey: A systematic review Atmacasoy, Abdullah; Aksu, Meral (2017-10-28) The literature shows an increase in blended learning implementations (N = 74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies ...

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.