چکیده

Restricting its focus to the introduction of technology and its general applications and treating technology merely as an adds-on to teacher education, second and foreign language teaching profession—especially in Iran— has not yet adequately addressed the demands of language teachers for technology-enhanced language instruction. In addition to the common focus on technology per se, computer assisted language learning (CALL) teacher education programs and courses are mostly designed after the conventional teaching paradigms where the knowledge is transmitted to the teachers in a largely teacher centered learning environment. Such techno-centric courses and programs have been criticized for not effectively developing participants’ pedagogical knowledge of technology for teaching/learning. Deeply rooted in Vygotsky’s (1978) views and social constructivist premises, it is now widely suggested that professional development and learning is a social active process which is better accomplished getting engagement in problem-solving activities in a collaborative learning environment. In an attempt to contribute to this research base, a study was conducted on a group of in-service English language teachers attending a CALL teacher education course with an emphasis on problem-based learning (PBL) approach. Rather than direct transmission of knowledge and information regarding the introduced educational technologies and their pedagogical applications, participants were presented with problem-based ill-structured scenarios which required them to discuss and analyze different solutions to address the problem. Over a 16-session course, 13 PB scenarios were worked during classroom meeting. Analysis of classroom discussions and the content of participants’ responses to a semi-structured interview question following constant-comparison method of analysis, it was observed that the approach was productive not only for developing teacher technological knowledge but also for enhancing their understanding of the possible application of different tools for language instruction (i.e., their technological pedagogical knowledge). The findings of the present study offer insightful implications for teacher educators and practitioners for redefining CALL teacher education courses and programs.

کليدواژه ها

Problem-based learning, CALL teacher education, Language teaching

کد مقاله / لینک ثابت به این مقاله

برای لینک دهی به این مقاله، می توانید از لینک زیر استفاده نمایید. این لینک همیشه ثابت است :

نحوه استناد به مقاله

در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Fatemeh Nami , 1398 , Using Problem-Based Scenarios in CALL Teacher Education for Enhancing In-Service Teachers’ Technological Pedagogical Knowledge , اولين کنفرانس بين المللي مطالعات زبان انگليسي