“Updating” language teachers: Educators, techno-educator, edurectors?
DOI:
https://doi.org/10.18192/olbiwp.v5i0.1123Keywords:
ICT, teacher training, language education policy, language educator, edurectorAbstract
In training courses, trainees and language teachers are mostly concerned about how to harness meaningfully the educational value of ICTs. They do not distrust their potential per se, but said they ask for a formula to capitalize efficiently on technological resources.
European documents and guidelines have already encouraged to integrate media education into language teacher training curricula; the profile of the language educator, in fact, also involves a targeted education to technologies, and not just through technologies: the language educator should become a techno-educator for colleagues and, most of all, learners.
Ideally, the figure of the language teacher is becoming more and more multi-faceted: he or she (as recent literature suggests) has to be able to “perform” as an educator, a techno-educator, a facilitator, a tutor. Can the edurector (a blend of “educator” and “director”) metaphor help to outline a new and more easily achievable profile?
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