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CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts

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Handbook of CALL Teacher Education and Professional Development

Abstract

This chapter aimed to identify the key literature on the contextual challenges in under-represented contexts related to CALL teacher education and professional development. A literature review was conducted of the leading CALL journals and emergent themes were identified. The literature demonstrated that there were major technical, sociocultural, strategic, and economic issues that needed to be addressed in order to support the CALL teacher education and professional development of language teachers in under-represented contexts. This chapter is significant because a widespread discovery of complexities in CALL teacher education and professional development in under-represented contexts can clarify language teachers’ needs.

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  1. School of Education, The University of Newcastle, V209, Level 4, V Building, Callaghan Campus, Callaghan, NSW, 2308, Australia

    Dara Tafazoli

  2. Flinders University, Sturt Rd., Bedford Park, SA, 5042, Australia

    Michelle Picard

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  1. The University of Newcastle, Callaghan, NSW, Australia

    Dara Tafazoli

  2. Flinders University, Bedford Park, SA, Australia

    Michelle Picard

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Tafazoli, D., Picard, M. (2023). CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts. In: Tafazoli, D., Picard, M. (eds) Handbook of CALL Teacher Education and Professional Development. Springer, Singapore. https://doi.org/10.1007/978-981-99-0514-0_2

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