Designing a teacher-training course requires decision making processes, adherence to the principles of adult learning and the need to cater for trainees’ knowledge, teaching skills, attitudes and awareness by organizing and implementing accordingly the content and process of teacher training. The purpose of this paper is to design a training course providing a description of the target group of trainees, an outline of the general aims of the course, a plan of the course with specific reference to its objectives, content and methodology including the teacher and language development component as well as a rationale for the entire course. The present teacher education proposal aims to foster state EEL teachers’ digital literacy for pedagogical purposes as well as to promote trainee-centeredness providing them with opportunities to gain control and actively participate in the training process. A context-sensitive approach is adopted to make the content and methodology of the course relevant to the trainees’ current practice and professional needs in the new digital age linking theory to practice through reflection.
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In-Text Citation: (Tzotzou, 2017)
To Cite this Article: Tzotzou, M. D. (2017). Developing an INSET Course for State EFL Teachers in Greece: A Process-Oriented Teacher Education Proposal towards Digital Literacy. Multilingual Academic Journal of Education and Social Sciences, 5(1), 238–254.
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