In:Teacher Education in CALL
Edited by Philip Hubbard and Mike Levy
[Language Learning & Language Teaching 14] 2006
► pp. v–vi
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This article is available free of charge.
Published online: 1 September 2006
https://doi.org/10.1075/lllt.14.toc
https://doi.org/10.1075/lllt.14.toc
Table of contents
Foreword
Introduction
Part I: Foundations of teacher education in CALL
1. The scope of CALL education
2. Assessing CALL teacher training: What are we doing and what could we do better?
3. Technology standards for teacher education,credentialing, and certification
Part II: CALL degree programs
4. Matching language and IT skills: The life-cycle of an MA programme
5. Reconstructing practice: language teacher education and ICT
6. Theory and practice in teaching project-oriented CALL
Part III: CALL pre-service courses
7. When the technology course is required
8. Teaching the creation of software that uses speech recognition
9. Developing computer competencies for pre-service language teachers: Is one course enough?
10. Learning in context: Situating language teacher learning in CALL
11. Training CALL teachers online
Part IV: CALL In-service projects, courses, and workshops
12. Training for trainers: challenges, outcomes, and principles of in-service training across the Irish education system
13. How WebQuests send technology to the background: Scaffolding EFL teacher professional development in CALL
14. Designing and implementing collaborative Internet projects in Siberia
15. In-Service CALL education: What happens after the course is over?
16. Teacher preparation for online language instruction
Part V: Alternatives to formal CALL training
17. Expert-novice teacher mentoring in language learning technology
18. Communities of practice for pre- and In-service teacher education
19. Training ourselves to train our students for CALL
20. Helping teachers to help themselves
CALL teacher education resources and professional organizations
Index
