Master’s degree programmes and the development of language teacher TEL expertise in times of digital transformation

Abstract

The potential of digital technologies to transform the way languages are learned has long been widely recognised and researched. However, the issue of developing teachers’ TEL (technology-enhanced learning) expertise has received less attention. This study employed a qualitative survey methodology and TPACK as a theoretical lens (Mishra & Koehler, 2006) to better understand how UK master’s programmes in TESOL/ Applied Linguistics help teachers to develop their TEL expertise. Based on an analysis of publicly available programme documents and ten semi-structured graduate interviews, the study found that not all programmes pursue the development of teachers’ TEL expertise; where they do, that is accomplished either through standalone TEL-related modules or through TEL-related content within TESOL/Applied Linguistics modules. The key takeaway from this analysis is that merely offering these structures does not suffice, as much depends on whether there is a purposeful blending between technology, pedagogy, and content in the module, as well as on the instructional design of the entire programme. Considering the need for deeper and wider digital transformation in language education, especially following the Covid-19 pandemic, these findings are important to formal language teacher education programmes that seek to develop courses that enhance teacher TEL expertise.Keywords: language education; language teaching; formal teacher education; TESOL & Applied Linguistics; postgraduate programmes; TEL (Technology-Enhanced Learning); CALL (Computer-Assisted Language Learning); TPACKPart of the Special Issue Teaching practices in times of digital transformation <https://doi.org/10.21428/8c225f6e.ac86609b>