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Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study

By Amjjad Osama Sulaimani, Pir Suhail Ahmed Sarhandi and Majid Hussain Buledi

Abstract

This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action) model on female teachers’ pedagogy at a Saudi Arabian university. Data were collected using survey questionnaires to gather participants’ pre-workshops and post-workshops responses followed by semi-structured interviews to understand aspects that determined the effect of the training workshops on teachers’ pedagogy. The findings show that despite having sound pedagogy and teaching qualifications, participants could not successfully utilize their skills to incorporate technology effectively in their teaching. Institutional policies regarding technology integration and complex pacing guide which directed learning objectives and course materials could not give teachers the freedom to integrate learned skills in class, thus, the trainings provided to them became ineffective. The findings of the study suggest arranging training workshops according to the needs of the teachers who want to integrate technology in teaching. The study also recommends that an informed institutional policy regarding the use of technology is important which will ultimately result in effectiveness of the training workshops. Such decisions should be taken in accordance with the teaching syllabus and its pacing guide, and technology integration should be prescribed as a part of syllabus

Topics: TPACK, professional development, educational technology, teacher education, CALL, Education (General), L7-991
Publisher: Taylor & Francis Group
Year: 2017
DOI identifier: 10.1080/2331186X.2017.1355646
OAI identifier: oai:doaj.org/article:3da7ca0bc7844e3688d133c87e6c1656
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