فاطمه نامی

Years after the first coinage of the term blended or hybrid learning, this mode of learning and its related courses and programs are still widely underexplored in the context of CALL teacher education. In an attempt to shed more light into this research base, the present case study focuses on the potentials of collaborative learning experiences in a blended teacher education course for developing English as a foreign language (EFL) teachers’ pedagogical knowledge of CALL. Five female Iranian EFL teachers participated in the study and were engaged in different types of classroom collaborative discussions and tasks. An analysis of in-class collaborative tasks reveled that collaboration in online and face-to-face learning contexts significantly contributed to the development of different aspects of teachers’ knowledge of CALL integration into their instruction.

Blended learning, CALL teacher education, collaborative learning, EFL teachers