CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts

Dara Tafazoli; Michelle  Picard

doi:10.1007/978-981-99-0514-0_2

CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter aimed to identify the key literature on the contextual challenges in under-represented contexts related to CALL teacher education and professional development. A literature review was conducted of the leading CALL journals and emergent themes were identified. The literature demonstrated that there were major technical, sociocultural, strategic, and economic issues that needed to be addressed in order to support the CALL teacher education and professional development of language teachers in under-represented contexts. This chapter is significant because a widespread discovery of complexities in CALL teacher education and professional development in under-represented contexts can clarify language teachers’ needs.

Original language	English
Title of host publication	Handbook of CALL Teacher Education and Professional Development
Subtitle of host publication	Voices from Under-Represented Contexts
Editors	Dara Tafazoli, Michelle Picard
Place of Publication	Singapore
Publisher	Springer
Chapter	2
Pages	15-27
Number of pages	13
ISBN (Electronic)	978-981-99-0514-0
ISBN (Print)	978-981-99-0513-3
DOIs	https://doi.org/10.1007/978-981-99-0514-0_2
Publication status	Published - 2023

Keywords

Computer-Assisted Language Learning (CALL)
CALL teacher education
CALL professional development
Contextual challenges
Under-represented contexts

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10.1007/978-981-99-0514-0_2Licence: In Copyright

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Cite this

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abstract = "This chapter aimed to identify the key literature on the contextual challenges in under-represented contexts related to CALL teacher education and professional development. A literature review was conducted of the leading CALL journals and emergent themes were identified. The literature demonstrated that there were major technical, sociocultural, strategic, and economic issues that needed to be addressed in order to support the CALL teacher education and professional development of language teachers in under-represented contexts. This chapter is significant because a widespread discovery of complexities in CALL teacher education and professional development in under-represented contexts can clarify language teachers{\textquoteright} needs.",

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author = "Dara Tafazoli and Michelle Picard",

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CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts. / Tafazoli, Dara ; Picard , Michelle .
Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts. ed. / Dara Tafazoli; Michelle Picard. Singapore: Springer , 2023. p. 15-27.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - This chapter aimed to identify the key literature on the contextual challenges in under-represented contexts related to CALL teacher education and professional development. A literature review was conducted of the leading CALL journals and emergent themes were identified. The literature demonstrated that there were major technical, sociocultural, strategic, and economic issues that needed to be addressed in order to support the CALL teacher education and professional development of language teachers in under-represented contexts. This chapter is significant because a widespread discovery of complexities in CALL teacher education and professional development in under-represented contexts can clarify language teachers’ needs.

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CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts

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Keywords

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