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

Aşık A., Köse S., Ekşi G., Seferoglu G., Pereira R., Ekiert M.

COMPUTER ASSISTED LANGUAGE LEARNING, cilt.33, sa.7, ss.708-731, 2020 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 33 Sayı: 7
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1080/09588221.2019.1588744
  • Dergi Adı: COMPUTER ASSISTED LANGUAGE LEARNING
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.708-731
  • Anahtar Kelimeler: Language teacher education, technology use, technology training, PRESERVICE TEACHERS, TECHNOLOGY, KNOWLEDGE, DESIGN
  • Gazi Üniversitesi Adresli: Evet

Özet

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.