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

Eksi, Gonca Yangln
Seferoğlu, Gölge
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.


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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 ...
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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...
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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.