the role of call teacher education in efl teachers’ professionalidentity development: a qualitative inquiry

The spread of computer-assisted language learning (call) in l2 pedagogy has asked for training professional teachers who will be able to integrate call in l2 pedagogy. hence, the purpose of this study was to investigate the role of call teacher education programs in developing efl teachers’ professional identity. to that end, a call teacher education program was run in which two efl teachers participated. through project-based instruction, efl teachers learned how to bridge the theory and practice of call in their classes for eight months. the data sources were the teachers’ narratives and the reports of call practices in their classrooms. the narratives were analyzed based on the 3atif model (werbińska, 2016), including three concepts of affiliation, attachment, and autonomy. the findings showed that call teacher education might have a constructive role in developing efl teachers’ professional identity. the findings also indicated that after participating in call teacher education programs, efl teachers’ willingness to become call-oriented teachers developed. moreover, their preferences about integrating call in l2 pedagogy were enhanced. furthermore, they recognized call as a platform to express their agency. it can be concluded through the findings of this study that call teacher education can develop efl teachers’ professional identity if it is administrated by implementing appropriate approaches, processes and having qualified call educators.

The Role of CALL Teacher Education in EFL Teachers’ ProfessionalIdentity Development: A Qualitative Inquiry

The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who will be able to integrate CALL in L2 pedagogy. Hence, the purpose of this study was to investigate the role of CALL teacher education programs in developing EFL teachers’ professional identity. To that end, a CALL teacher education program was run in which two EFL teachers participated. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ narratives and the reports of CALL practices in their classrooms. The narratives were analyzed based on the 3ATIF model (Werbińska, 2016), including three concepts of affiliation, attachment, and autonomy. The findings showed that CALL teacher education might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that after participating in CALL teacher education programs, EFL teachers’ willingness to become CALL-oriented teachers developed. Moreover, their preferences about integrating CALL in L2 pedagogy were enhanced. Furthermore, they recognized CALL as a platform to express their agency. It can be concluded through the findings of this study that CALL teacher education can develop EFL teachers’ professional identity if it is administrated by implementing appropriate approaches, processes and having qualified CALL educators.