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ICT integration in English language teacher education: insights from Turkey, Portugal and Poland

2019-04-15Artigo científico Acesso restrito
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datacite.subject.fosHumanidades::Línguas e Literaturas
datacite.subject.fosCiências Sociais::Outras Ciências Sociais
datacite.subject.fosCiências Naturais::Ciências da Computação e da Informação
dc.contributor.authorAşık, Asuman
dc.contributor.authorKöse, Serhan
dc.contributor.authorEkşi, Gonca Yangın
dc.contributor.authorSeferoğlu, Gölge
dc.contributor.authorPereira, Ricardo
dc.contributor.authorEkiert, Malgorzata
dc.date.accessioned2025-07-22T11:46:26Z
dc.date.available2025-07-22T11:46:26Z
dc.date.issued2019-04-15
dc.descriptionPereira, Ricardo - Scopus ID: 57208325708
dc.description.abstractThe aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed.eng
dc.description.sponsorshipThis article is produced as a part of Erasmus + project titled ILTERG ‘International Language Teacher Education Research Group’ (no: KA203-035295) funded by Turkish National Agency.
dc.identifier.citationAşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2019). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. https://doi.org/10.1080/09588221.2019.1588744.
dc.identifier.doi10.1080/09588221.2019.1588744
dc.identifier.eissn1744-3210
dc.identifier.issn0958-8221
dc.identifier.urihttp://hdl.handle.net/10400.8/13749
dc.language.isoeng
dc.peerreviewedyes
dc.publisherTaylor and Francis Group
dc.relationInternational Language Teacher Education Research Group
dc.relation.hasversionhttps://www.tandfonline.com/doi/full/10.1080/09588221.2019.1588744
dc.relation.ispartofComputer Assisted Language Learning
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectLanguage teachereducation
dc.subjecttechnology use
dc.subjecttechnology training
dc.titleICT integration in English language teacher education: insights from Turkey, Portugal and Polandeng
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleInternational Language Teacher Education Research Group
oaire.awardURIhttp://hdl.handle.net/10400.8/13748
oaire.citation.endPage731
oaire.citation.issue7
oaire.citation.startPage708
oaire.citation.titleComputer Assisted Language Learning
oaire.citation.volume33
oaire.fundingStreamStrategic Partnerships for higher education
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
relation.isProjectOfPublication5a498195-be67-40d4-8e92-2d21618b21f1
relation.isProjectOfPublication.latestForDiscovery5a498195-be67-40d4-8e92-2d21618b21f1

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The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement teacher education strategies so as to prepare future teachers for educational technology use similarly at a moderate level. Modelling TEs and reflection on technology use were found to be significant strategies followed while feedback and instructional design strategies were challenging for the programmes. Furthermore, the results also indicated limited access to resources, lack of institutional support and qualified TEs who could successfully use and integrate technology into their teaching. Based on the findings, implications on how to integrate technology training into LTE programmes are discussed.
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