Language Teachers' Professional Development and New Literacies: An Integrative Review

Tafazoli, Dara

doi:10.17811/rifie.50.2.2021.603-614

Cited by 5 publications

(3 citation statements)

References 87 publications

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“…During 2010-2020, research papers describing new literacies and teachers' professional development have been published (Tafazoli, 2021). Digital literacy is a necessary component of teachers' survival skills in the twenty-first century, and it must be considered while enhancing the capabilities of teachers, particularly language teachers.…”

Section: Professional Training Before and During Covid-19mentioning

confidence: 99%

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

Boonmoh,

Jumpakate,

Saengmanee

et al. 2022

rEFLections

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COVID-19 has led to an abrupt change from traditional classrooms and face-to-face learning to emergency online learning. The outbreak of COVID-19 in Thailand in early 2021 forced school closures and increased online learning. Students were not given a choice but to study at home. This study reports on the experience and challenges of language teachers from Thai universities who taught in emergency online settings. It examined their needs for future professional development courses. An online survey was completed by 120 EFL teachers from 52 universities across Thailand. Of these, six also participated in an online semi-structured interview. The survey findings revealed that 108 teachers (90%) had never taught online previously. ZOOM and Google Meet were among the most popular virtual meeting platforms. Support from their universities, as reported in the survey, included providing basic information and communications technology (ICT) skills workshops (75.8%), and providing workshops on integrating technology into classrooms (51.7%). The main challenges relating to online learning are the absence of a physical setting and a lack of interaction between students and teachers. In terms of future professional development needs, the data indicated that most teachers do not need courses in fundamental ICT skills or courses that expose them to a range of online technology tools. They do, however, need additional approaches to enhance their online teaching abilities, as well as certain teaching techniques to enable them to apply their pedagogical expertise while using specific technological tools or applications with which they are familiar. On the basis of these findings, pedagogical implications are discussed.

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Section: Professional Training Before and During Covid-19mentioning

confidence: 99%

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

Boonmoh,

Jumpakate,

Saengmanee

et al. 2022

rEFLections

View full text Add to dashboard Cite

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“…Employing technology to improve teachers' professional development is a highly demanded practice within the field of teacher education (Tafazoli 2021). Particularly, video technology has been extensively used in this field over the past decades, and its use has increased in language teacher education due to its potential (Hüttner 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Lo (2020) highlighted the importance of designing more professional development programmes for pre-and in-service teachers. Tafazoli (2021) concluded that it is necessary to train teachers with technologies to enhance their professional development.…”

Section: Introductionmentioning

confidence: 99%

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Díaz-Martín

2023

Languages

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Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

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Extended Reality in Computer-Assisted Language Learning

Tafazoli

2024

Innovations in Technologies for Language Teaching and Learning

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Language Teachers' Professional Development and New Literacies: An Integrative Review

Cited by 5 publications

References 87 publications

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Extended Reality in Computer-Assisted Language Learning

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