Second Language Teacher Professional Development: Technological Innovations for Post-Emergency Teacher Education

Description

This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional development, to successful practices of online teacher training courses. Bringing together examples from various countries and contexts of how L2 teacher trainers and trainee teachers view these forced changes and react to them, the volume fills a gap in the use of digital technology in contexts where teacher educators and trainee teachers are not technology-literate and not prepared for technology-oriented education. In addition to a Foreword by Mark Warschauer and Introduction and Conclusion chapters by Editors, the volume features 13 full-length chapters by some of the well-known experts from countries such as Australia, Finland, Mexico, the UK, the USA, Spain, Singapore, Turkey and Sweden. Foreword Praise for Second Language Teacher Professional Development Contents Notes on Contributors List of Figures List of Fragments List of Tables Part I: CALL Affordances in Teacher Education 1: Introduction: Educational Technology in Teacher Education 1.1 Introduction 1.2 An Overview of the Book References 2: Reimagining Education Is Dead. Long Live Reimagining Education! New Technological Innovations in Second Language Teacher Education and Professional Development 2.1 Introduction 2.2 Reimagining Education Is Dead: The Aftermath of the Transition to Online Education 2.2.1 Historical Continuity Revisited 2.2.2 Reconfiguring Course Structure and Digital Pursuits Reconceptualizing Principal Imaginations Reimagining Course Structure and Digital Pursuits Ethos, Pathos, Logos: The Rhetorical Triangle, The Ingredients of Persuasion 2.3 Long Live Reimagining Education! Discoveries Made and Future Directions References 3: Extending Blended Learning and the Roles of Technology to Meet Teacher-Training Needs in the New Normal 3.1 Introduction 3.1.1 Background to the Project 3.1.2 Challenges for Teacher-Training Courses 3.2 Methodology 3.2.1 Participants 3.2.2 Quantitative Data 3.2.3 Qualitative Data 3.3 Data Analysis 3.4 Lessons for Post-Pandemic Teacher-Training Practices 3.5 Conclusion References 4: Technology-Enhanced Language Teacher Development During the COVID-19 Pandemic: Experiences of Southeast Asian English Language Teachers 4.1 Introduction 4.2 Literature Review 4.2.1 Language Teacher Development Technology-Enhanced Language Teacher Development Language Teacher Development During the Pandemic 4.3 Methodology 4.3.1 Research Design 4.3.2 Participants 4.3.3 Data Gathering Instrument 4.3.4 Data Gathering Procedure 4.3.5 Data Analysis 4.4 Results and Discussion 4.5 Conclusion and Lessons Learned References Part II: Reactions to CALL in Teacher Education during the Pandemic 5: ‘We’ve Been Able to Continue with Our Teaching’: Technology and Pedagogy in Emergency Remote Language Education 5.1 Introduction 5.2 The Research Context 5.2.1 Anne 5.2.2 Rebecca and Jennifer 5.2.3 Kirsty A Sense of Surprise that Initial Lessons Went Well A Recognition of Additional Time Needs A Sense of Avoiding Being Perceived as Technologically Incompetent Seeking One-to-One Help with Specific Technical Questions Mini-tech Workshops Inspiration Videos Assessment Webinar as a Series of Short Videos 5.3 Implications and Lessons Learned 5.4 Conclusion References 6: Corpus Linguistics in English Language Teacher Education During the COVID-19 Pandemic: Exploring Opportunities and Addressing Challenges 6.1 Introduction 6.2 Corpus Linguistics (CL) 6.3 Context 6.4 CL Features as Opportunities in While-Pandemic Teaching 6.4.1 CL as a Discipline 6.4.2 Corpus Availability and Analysis 6.4.3 Pedagogical Materials 6.5 Pandemic-Imposed Challenges to CL Teaching 6.5.1 Pedagogical Practice 6.5.2 Technology-Related Issues 6.5.3 Interpersonal Relationships 6.6 Looking Back and Looking Ahead References 7: Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World 7.1 Introduction 7.2 Digital Competence and Schools 7.2.1 What Is Digital Competence? 7.2.2 Digital Competence in Sweden 7.2.3 Digital Competence in Swedish Schools 7.2.4 The Effect of Digital Competence on the Work Environment 7.2.5 Research Aim and Questions 7.3 Method 7.4 Survey Results 7.4.1 What Is Digital Competence? 7.4.2 Influence of Digital Tools on Language Teaching 7.4.3 What Affects Digital Competence? 7.5 Interview Results 7.5.1 Digital Resources in Teaching 7.5.2 What Is Digital Competence? 7.5.3 Influence of Digital Tools on Language Teaching 7.5.4 What Affects Digital Competence? 7.6 Discussion and Conclusions 7.7 Lessons for a Post-COVID World References 8: Assessing Instructional Design During Emergency Remote Education 8.1 Introduction 8.2 Theoretical Framework 8.3 Instructional Design 8.3.1 Procedures 8.3.2 Task-Supported Language Teaching 8.3.3 Lesson Components 8.4 Data Collection and Analysis 8.4.1 Participants 8.4.2 Method 8.5 Results and Discussion 8.5.1 Epistemic Design 8.5.2 Setting Design 8.5.3 Social Design 8.6 Post-Pandemic Lessons 8.7 Conclusion Appendix References 9: Technology + Pedagogy in EFL Virtual Classrooms: University Teachers’ Professional Needs on Technology-Enhanced Pedagogy 9.1 Introduction 9.2 Technology-Enhanced Language Education 9.3 Professional Development and Teacher Need 9.4 The Study 9.4.1 The Context 9.4.2 Data and Analysis 9.5 Findings 9.5.1 Technology Competence 9.5.2 Pedagogical Design 9.5.3 Material Evaluation 9.5.4 Assessment and Feedback 9.6 Discussion 9.7 Conclusion References 10: A Pandemic to Remember: Best Practices in an Online Language Acquisition Methods Course 10.1 Introduction 10.2 Pedagogical Practices 10.3 Role-Playing in the Virtual World 10.4 Creativity and Communication 10.5 Integration of Online Best Practices 10.6 Co-teaching Online 10.7 Lessons to Carry Forward, Post-Pandemic 10.8 Conclusion References Part III: Emergency Integration of Technology into Tecaher Education Programmes 11: Enhancing Professional Learning of Primary Student Teachers of L1 and L2 Through a Hybrid Learning Environment 11.1 Introduction 11.2 Conceptual Framework for a Hybrid Learning Environment 11.2.1 Professional Development Through a Personal Learning Environment for Reflection and Digital Assessment 11.2.2 Pedagogical Content Knowledge: Focus on Multiliteracies and Language 11.3 Description of a Hybrid Learning Environment for L1 and L2 Student Teachers 11.4 Empirical Insight into Development of a Hybrid Learning Environment 11.4.1 Data and Analysis 11.4.2 Student Teachers’ Reflections on Their Professional Learning The Case of Maria The case of Julia 11.5 Discussion 11.6 Lessons for Post-COVID-19 Period References 12: CALL for Global Learning: Using World 101 for Teacher Training in an Online TESOL Methods Course 12.1 Introduction 12.1.1 The Importance of CALL Training 12.1.2 The Importance of Global Learning and Intercultural Competence 12.2 Research Questions 12.3 Context 12.4 Lesson Analysis 12.4.1 Pedagogical Structure, Populations Targeted, and Skills 12.4.2 Topics 12.5 Discussion 12.6 Conclusion Appendix Assignment Prompt References 13: Learning to Collaborate Through Telecollaboration: Key Knowledge for Novice Teachers in Today’s World 13.1 Introduction 13.2 Collaborative Learning and Telecollaboration 13.3 Data Compilation and Data Management 13.4 Analysis 13.5 Synthesis of the Findings 13.6 Conclusion References 14: Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence 14.1 Introduction 14.2 Data and Context 14.3 Single Case Analysis: Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions 14.4 Concluding Discussion: Lessons for Post-Emergency LTE References 15: Conclusion: What Did We Learn from the COVID-19 Pandemic? 15.1 Introduction 15.2 Research on Online Language Teacher Education at the Time of the Pandemic 15.3 Lessons Learned for the Future References Index