عنوان مقاله [English]
Preparing teachers for technology-enhanced language education is one of the essences of the field of education. However and in spite of the growing integration of different digital technologies and online platforms for language teaching, teacher education is a less attended to topic in this field. Studies that specifically focus on online teacher education and the approaches for enhancing the efficiency of such courses remain scant. Teacher education for computer assisted language learning (CALL) is largely limited to the introduction of different technologies in teacher-centered courses. Although addressing different technologies can increase participants’ technological knowledge to use these tools for general purposes, such a focus cannot be productive in improving participants’ pedagogical knowledge. These challenges highlight the essence of integrating more practical approaches to increase the knowledge and awareness of the teachers attending CALL teacher education courses. To satisfy this need, the present study explore the application of reflection journals for increasing and promoting teachers’ pedagogical knowledge of CALL. The content of 96 journals written by 8 experienced language teachers who attended a 13-session online teacher education course was analyzed using constant comparison method of analysis. The results revealed the productivity of this approach for increasing participants’ knowledge about key concepts, constraints, and the potentials of different technologies for language teaching as well as ability to practically analyze their own learning process. Critical reflection on the topics and ideas presented throughout the preparation course can help teachers to internalize knowledge by integrating it.