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Journal Issue
Volume 14 Issue 1, ECEL 2015 / Apr 2016  pp1‑80

Editor: Amanda Jefferies, Marija Cubric

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Editorial for Volume 14 issue 1 ECEL 2015  pp1‑2

Amanda Jefferies, Marija Cubric

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Brave Forms of Mentoring Supported by Technology in Teacher Education  pp3‑14

Paula Charbonneau-Gowdy, Rosana Capredoni, Sebastian Gonzalez, María José Jayo, Pablo Raby

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Abstract

Abstract: Quality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that qualit y. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such ide ntities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology … supported mentoring processes that were conducted in t he context of an EFL Teacher Education program in Chile; 2) to revisit the findings in light of new evidence from participants who have moved on in their careers and in the framework of recent scholarship on the responsibilities that Teacher Education pl ays in their development. The first 16‑month study examined the influences of a guided reading program involving e‑readers on the identities and literacy skills of pre‑service teachers. The second was a student‑conceived study to determine the influence o f upper year students peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 first‑year students in the pedagogy program. Initial evidence from ethnographic tools indicated in both st udies that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers … not indicative of quality teaching. Positive signs at the end of both studies and more recent reports from participants sugge st that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology‑ supported environment requires rethinking of Teacher Education mandates if we are to empower emerging teacher s to be quality teachers. 

 

Keywords: Keywords: teacher education, social communication technology support for mentoring, identity and investment, TPAK, e-readers

 

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Karsten Gynther

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Bringing Open Educational Practice to a Research‑Intensive University: Prospects and Challenges  pp31‑42

Elizabeth Masterman

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Student's Reflections on Their Learning and Note‑Taking Activities in a Blended Learning Course  pp43‑53

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

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Digital literacy and effective learning in a Blended Learning Environment  pp54‑65

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Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents  pp66‑80

David Parsons, Janak Adhikari

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