Classroom is an environment where teachers and students as inhabitants of different worlds are supposed to experience some sort of daily give-and-take. Such inherent discrepancies between these two groups of interlocutors might be among the untouched areas of research. Therefore, this study aimed to explore the cords and discords between first-year student teachers’ and their educators’ perceptions of educator interpersonal behavior. The sample of the study included 4 EFL educators and 102 student teachers majoring in TEFL at two branches of Iranian Teacher Education University. Data were collected with the Australian version of the Questionnaire on Teacher Interaction (QTI) that was validated and modified into four formats for measuring the participants’ perceptions of the actual educators and an ideal educator interpersonal behavior. The results indicated that although both groups perceived an ideal educator interpersonal behavior similarly, the educators generally overestimated their cooperative behaviors and underestimate their oppositional ones in comparison to what their student teachers perceived. The results also indicated that male and female student teachers perceived some cooperative behaviors in the educators from the opposite gender more significantly. Based on the findings, it can be concluded that there are some perceptual mismatches between student teachers’ and educators’ perceptions of actual educator interpersonal behavior. Therefore, the findings imply that educators should take some measures to locate these perceptual mismatches and eliminate them gradually.

The evaluation of in-service teacher educators ' feedback on using Computer-Assisted Language Learning (CALL) processes is important for providing educational policymakers with the strengths and weaknesses of the Vadana platform. It proposes an integrated CALL evaluation scale (ICES) eliciting the in-service teacher educators' literacy of using CALL in their classrooms. The researchers in the current study used an exploratory cross-sectional research design to analyze university teacher educators' perceptions of using CALL following the technology acceptance model (TAM). The participants were 230 university teacher educators who attended in-service courses during the 2023-4 academic year. A validated researcher-made questionnaire was used to design an evaluation tool including 15 factors of ICES. Data analysis revealed significant differences between male and female in-service teacher educators' perceptions regarding learning theories, designing e-materials/tasks, roles, and students’ (Ss) feedback. Moreover, there was a significant difference between Ph.D. and MA teachers' attitudes toward teaching/learning theories, digital literacy, CALL approaches, e-materials/tasks, roles, individual differences (IDs), feedback, and evaluation of the CALL process. Regression analysis showed that gender and educational levels are strong predictors of determining the significant correlations between the factors of ICES. Implications of the study suggest ICES can be implemented to evaluate in-service teachers' CALL programs in English as a foreign language (EFL) contexts.