Pixel International Conferences

The paper concerns pre-service teacher training within a post degree program in teaching Italian as a foreign language at the University for Foreigners of Perugia. As existing literature suggests, coursework alone may lead to theoretical knowledge about teaching, but not to the day-to-day active understandings that teachers use in their classroom. Without the opportunity for practice, teachers may find themselves unprepared for the realities of language teaching. Therefore, the post degree program traditionally combines theoretical knowledge and practical knowledge in a blended instruction: 7 months interactive online coursework (including an introduction to computer-assisted language learning) and 2 months face-to-face training. However, there are cases where face-to-face training experience is difficult or impossible to accomplish (like the recent Covid-19 outbreak). In this setting the authentic teaching context that allows practice for pre-service teachers can be provided by an online language course. Consequently, teacher education in CALL becomes a central aspect of the training and it can constitute an example of good practice for the present cadre of Italian language teachers in training. The paper describes the evolution of the course through its transition from face-to-face to online, the challenges in planning, preparation, implementation, and the first results of the new online edition and suggests innovative solutions for the design and management of similar training courses.

Keywords: teacher education, pre-service teacher training, teacher learning in CALL, distance learning.

References:

[1] Atay, D. “Collaborative dialogue with student teachers as a follow-up to teacher in-service education and training”, Language teaching Research, 8(2), 2004, pp. 143-62.
[2] Bandini, G., Calvani, A. & Capperucci, D. (a cura di) “Il tirocinio dei futuri insegnanti. Una risorsa per la formazione iniziale e le competenze professionali”, Firenze: Edizioni Via Laura, 2018.
[3] Carrió-Pastor, M. L. “Teaching Language and Teaching Literature in Virtual Environments”, Singapore, Springer, 2019.
[4] Hampel, R. “Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration”, Innovation in Language Learning and Teaching, 3(1), 2009, pp. 35-50.
[5] Hubbart, P. & Levy, M. (eds.) “Teacher Education in CALL”, Amsterdam / Philadelphia, John Benjamins, 2006.
[6] Richards, J. C. & Farrel, T. S. C. “Professional Development for Language Teachers”, Cambridge, Cambridge University Press, 2005.
[7] Taillefer, L. & Munox-Luna, R. “Developing oral skills through skype: A language project analysis”, Procedia – Social Behaviour Science, 141, 2014, pp. 260-4.
[8] Thomas, M., Reinders, H. & Warschauer, M. (eds.) “Contemporary Computer-Assisted Language Learning”, London / New York, Bloomsbury, 2013.
[9] Ziegler, N. “Synchronous computer-mediated communication and interaction: A meta-analysis”, Studies in Second Language Acquisition, 38(5), 2016, 553-86.