Key points are not available for this paper at this time.
At the EUROCALL conference 2009 in Gandia we, the editors of this special issue decided to blow a breath of fresh air into the Special Interest Group for Teacher Education and were overwhelmed by the response we received during the initial meeting. One of the outcomes was the decision to organize a smaller, 'between conferences' research seminar for those among us who are involved -both as practitioners as well as researchers -in CALL and CMC-based language teaching. Another decision was that the event should have a narrower focus than the much wider themes of the annual EUROCALL conferences. In May 2010, then, the ''European workshop on teacher education in CALL: towards a research agenda'', took place at the Institut National de Recherche Pedagogique (INRP) in Lyon over two and a half days. It provided the opportunity to exchange experiences and catch up with developments in the field in a convivial atmosphere and served as a springboard for setting up new research partnerships among participants. The workshop was followed by a call for contributions to an issue of ReCALL on ''CALL and CMC Teacher Education research: enduring questions, emerging methodologies''. Four out of the six contributions in this issue are from colleagues who gave presentations in Lyon, and two were selected from other submissions that were received. We hope that you will find the articles as insightful and thought-provoking as the reviewers and we did and would like to take this opportunity to thank the members of the scientific committee for their support. Most of them also served as reviewers for this special issue.
Guichon et al. (Thu,) studied this question.