Maloney, J. (2018). Fulbright FLTA CALL knowledge development and enactment: The role of context(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10812437) 

Abstract:

“CALL teacher education (TE) is an important and growing area of CALL research. Teachers are viewed as ‘pivotal’ (Hubbard, 2008) for CALL technology adoption. What teachers know, believe and think, or cognition, has informed most of CALL TE research. Typically, such literature has focused on pre-service training or professional development workshops, and has focused on training effectiveness, teacher attitudes, and identifying necessary competences or knowledge. Less researched is teacher development over time (Arnold & Ducate, 2015) and how participation in an international teaching exchange impacts CALL knowledge and practice. In addition, there is not much work examining whether and how knowledge gained transfers into other teaching contexts (Chao, 2015). As Kubanyiova and Feryok (2015) identify, cognition researchers must engage with what knowledge would be most beneficial to whom. In order to do so, examining what knowledge teachers gain and what factors play a role in development and the use of knowledge for CALL can provide further direction for improving CALL TE. Finally, work examining the impact of the Fulbright Foreign Language Teaching Assistant (FLTA) program on its participants is limited.”