Search

This study draws on an ecological perspective on teacher agency to examine the role of the situated learning CALL environment in developing EFL student-teachers' agency. The data were collected from eight student-teachers' autobiographical narratives and the recoded class discussions. The deductive thematic analysis of the data showed that situated learning has a constructive role in developing the three dimensions of teacher agency, including iterational, practical-evaluative, and projective. The findings indicated that authentic context had various co-occurrences with teacher agency dimensions, showing the critical role of authentic context in developing student-teachers' agency. Moreover, other situated learning components, including supplying authentic activities, having access to experts' performances, developing multiple roles and perspectives, supporting collaborative construction of knowledge, promoting reflection, promoting articulation, and administrating coaching and scaffolding, had constructive roles in developing student-teachers' agency. It is concluded that the components of the situated learning CALL environment can be beneficial to help student-teachers find an alternative context to practice their agency. [ABSTRACT FROM AUTHOR]

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers' digital practices post Covid-19. [ABSTRACT FROM AUTHOR]