The theme and abstracts for the 4 papers in our CALL teacher education symposium on designing courses for tomorrow's teaching contexts. EuroCALL conference, Thursday 21 August in Groningen, the Netherlands.

1. CALL teacher education for tomorrow's world:
designing courses for future teaching contexts
EuroCALL Teacher Education SIG Symposium
EuroCALL 2014, Groningen Thursday 21 August, 15:45-17:15, A900

2. Designing teacher education courses
for future CALL teaching contexts
Organisers: Shona Whyte and Euline Cutrim Schmid
(co-chairs of Teacher Education SIG)
Technologies are transforming language learning and teaching in
classroom, distance, blended and mobile learning situations, and
seem set to continue to do in ways which are hard to anticipate.
Learning opportunities are expanding, but in many contexts teaching
methodologies fail to keep pace. The symposium brings together
research from Finland, France and Ireland on novice and experienced
language teachers in schools and universities to ask how CALL
teachers respond to these challenges and how they may best be
prepared for further change.

3. Papers
Course design for pre-service secondary
teachers: collaboration and reflection in a short,
multilingual CALL course!
Shona Whyte, Université Nice Sophia Antipolis!
!
Current and imagined practices: language
students and teachers making sense of CALL
tomorrow!
Leene Kuure, Tuomo Koivisto, Maritta Riekki;
University of Oulu, Finland!
!
Learning to teach for the future: a careful blend
of action and reflection!
Muriel Grosbois & Cédric Sarré, ESPE Paris!
!
Continuous Professional Development through
Reflective Practice for Experienced TESOL
Professionals: the place of off and on-line
activities!
Fiona Farr & Elaine Riordan, University of Limerick!

4. Course design for pre-service secondary teachers:
collaboration and reflection in a short, multilingual CALL
course
Shona Whyte
Université Nice Sophia Antipolis, France
CALL courses for novice language teachers should cover techno-pedagogical
competences and future professional development requirements, but while
integrated approaches applied across the curriculum are frequently advocated
(Hubbard & Levy, 2006; Kessler, 2006), institutional constraints may favour stand-
alone modules. This study investigates pre-service teachers of various L2s in a
short CALL course at a French university. It examines the extent to which
constructivist principles can inform effective course design, and how teachers
can acquire techno-pedagogical skills, filter online content, and work
collaboratively in the light of ongoing teaching practice. Data include blogs,
wikis, and social media use, as well as reflective comments; analysis focuses on
the process and products of this form of CALL teacher education.

5. Current and imagined practices: language students and
teachers making sense of CALL tomorrow
Leene Kuure, Tuomo Koivisto, Maritta Riekki
University of Oulu, Finland
Affordances for (inter)action provided by technology are today abundant and
rhizomatic, providing a multilingual “habitat” for people from an early age. (e.g.,
Pachler, Cook & Bachmair, 2010). Pedagogic practices need to change and teacher
education needs to support language students in entering the transforming field
with new kinds of professional expertise. Change seems difficult, however, and
there are still great differences between schools as for CALL resources available
and pedagogic practices (Häkkinen & Hämäläinen, 2012). This paper discusses
efforts in facilitating pre-service teachers’ sense-making in relation to the CALL of
the future, and includes the perspectives of teachers in the field, using nexus
analysis (Scollon & Scollon 2004) and multiple types of data from university
courses for language students and teachers with their pupils.

6. Learning to teach for the future: a careful blend of action
and reflection
Muriel Grosbois & Cédric Sarré
ESPE Paris, France
To integrate ever-evolving technologies to foster L2 development, pre-service
teachers need to reflect upon CALL's added value while designing and implementing
pedagogically relevant activities (Bertin & Narcy-Combes, 2007). Often both "digital
immigrants" and novices in pedagogy, unable even to draw on personal language
learning experience with technologies, they do learn early in their careers that digital
practice is not a mere add-on to pedagogical practice. In this study pre-service EFL
teachers participate in action and reflection-based ICT projects - computer
supported collaborative writing, and online tutoring - to develop competences likely
to be beneficial for their students and themselves. Since no "recipe" can possibly
be applied, combining action and reflection may help pre-service teachers be
creative, flexible, and open-minded: agents of change for tomorrow’s world.

7. Continuous Professional Development through Reflective
Practice for Experienced TESOL Professionals: the place of
off and on-line activities
Fiona Farr & Elaine Riordan
University of Limerick, Eire
This paper explores the impact of Reflective Practice (RP) with a
group of experienced ELT professionals from a range of international
contexts following a structured PhD programme in TESOL. In an RP
module teachers revisit their professional reflective practices in a
semi-structured learning environment (cf Zwozdiak-Myers, 2012). A
corpus of group discussions, reflective blogs and e-portfolios is
investigated quantitatively and qualitatively using corpus analysis
software and discourse analysis frameworks, providing evidence
from experienced teachers on reflective beliefs and practices.