In search of developing practical knowledge in pre-service EFL teachers: A proposed model

Ersel Kaymakamoğlu, Sibel

doi:10.17263/jlls.631543

Cited by 9 publications

(11 citation statements)

References 8 publications

(5 reference statements)

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“…I.e., Through Virtual Collaboration or International Connectivity. Teaching and learning involve not only an individual but also a collaborative process (Kaymakamoğlu, 2019) which can be enhanced with virtual collaboration (Bueno-Alastuey et al, 2016Garcia-Esteban et al, 2019) a) Summative evaluation by the teacher, in pairs or groups. An example could be a collaborative final presentation that would ensure the dissemination of SDG.…”

Section: Collaborative Learningmentioning

confidence: 99%

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Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

García-Esteban¹,

Colpaert²

2022

Red

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Global competence will define learning for decades to come as it encompasses basic life skills. However, there is a lack of data in current academic research on the assessment and integration of this competence in teacher training with current educational technology. Thus, this project had a dual purpose: On the one hand, it aimed to examine the global competence of different groups of student teachers through the development of Sustainable Development Goals (SDG) following a content and language integrated learning (CLIL) approach. On the other, researchers aimed to determine optimal methods for the improvement and integration of this necessary competence in the curriculum. The project was developed with the collaboration of pre-service and in-service teachers enrolled in various master's programs at two European universities in Spain and Belgium. The research was carried out following a pre-test / post-test type design with various assessment instruments based on the OECD (2018) global competence framework. The quantitative analyses showed that, by integrating the SDGs when teaching contents, the participants improved in various domains of Global Competence (adaptability, openness to diversity, perspective taking), but also decreased in other areas (ability to interact in a multicultural world, respect for other cultures, ability to adopt another culture). The qualitative research showed that among the main educational technology examined, telecollaboration can optimise at least five dimensions of Global Competence. Despite the small size of the sample and the complexity of evaluating this competence, this study contributes to educational innovation by presenting didactic telecollaborative proposals and a theoretical framework for the integration and appraisal of Global Competence in (future) educators. La competencia global definirá el aprendizaje de las décadas venideras ya que comprende destrezas básicas para la vida y, sin embargo, se ha detectado escasa investigación sobre su valoración e integración en la formación del profesorado con tecnología educativa. Este proyecto tenía, por tanto, un doble propósito. Por una parte, explorar la competencia global de futuros docentes bilingües, tarea acometida a través del desarrollo de Objetivos de Desarrollo Sostenible (ODS) siguiendo un enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (CLIL). El segundo era determinar métodos óptimos para la mejora e integración de esta necesaria competencia en el currículo. El proyecto se desarrolló con la colaboración de profesores en formación y en servicio matriculados en diversos programas de máster de dos universidades europeas en España y Bélgica. La investigación se realizó siguiendo un diseño de pruebas tipo pre-test / post-test con variados instrumentos de evaluación basados en el marco de la competencia global de la OCDE (2018). Los análisis cuantitativos mostraron que al trabajar los ODS para enseñar contenidos en diversas disciplinas con tecnología educativa, los participantes en el estudio mejoraron en varios dominios de la Competencia Global (adaptabilidad, apertura a la diversidad, toma de perspectiva), pero también disminuyeron en otras áreas (capacidad para interactuar en un mundo multicultural, respeto por otras culturas, capacidad para aceptar otra cultura). Tras la investigación cualitativa se concluye que, entre los principales métodos de enseñanza-aprendizaje revisados, la telecolaboración contribuye al desarrollo de acciones que permiten optimizar al menos cinco dimensiones de la Competencia Global. A pesar del reducido tamaño de la muestra y la complejidad que supone evaluar la competencia global, se espera que este estudio contribuya a la innovación educativa al presentar propuestas didácticas con herramientas telecolaborativas y un marco teórico para la evaluación y mejora de la Competencia Global del (futuro) profesorado.

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Section: Collaborative Learningmentioning

confidence: 99%

“…following Kaymakamoğlu (2019), and considering that "respect consists of positive regard for someone or something based on the judgment that they have intrinsic worth" (OECD, 2018a:16).…”

Section: Global Competence Domains Developed With Sdg In Teacher Trai...mentioning

confidence: 99%

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

García-Esteban¹,

Colpaert²

2022

Red

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“…Developing and revising beliefs play a crucial part in English as a foreign language (EFL) pre-service teacher education, alongside academic and practical knowledge of EFL instruction (Kaymakamoğlu, 2019;Kelly, 2017). When teachers embark on their teaching journey, they impart instruction that aligns with their underlying principles regarding the processes of teaching, learning, and the unique characteristics of their students.…”

Section: Introductionmentioning

confidence: 99%

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Harahap,

Fithriani

2024

J. Eng. Foreign. Lang.

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Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.

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“…Considering professional awareness of pre-service teachers in particular requires reflection on teacher preparation program. In this respect, Kaymakamoğlu (2019Kaymakamoğlu ( , p.1001 confirms that the role of the teacher trainer cannot be disregarded since it is one of the responsibilities of him/her to create learning environments in which the pre-service EFL teachers can cognitively, affectively and intellectually grow. To obtain this, there is a need to support the pre-service EFL teacher's experience of learning and teaching in order to gain practical knowledge besides theoretical knowledge.…”

mentioning

confidence: 99%

“…In the study of Kaymakamoğlu (2019), the aim was to explore the ways of helping pre-service EFL teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher devised a model primarily based on creating awareness on pre-service EFL teachers related to basic methodological knowledge.…”

mentioning

confidence: 99%

Using a Multimodal Education to Develop EFL Pre-service Teachers' Awareness of the Profession

Naguib

2019

مجلة دراسات فی المناهج وطرق التدریس

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The purpose of this study was to investigate the effectiveness of using a multimodal education in developing EFL pre-service teachers' awareness of the teaching profession. The sample of the study included 44 pre-service teachers enrolled in the first year, English department for basic education at Port Said Faculty of Education. The instruments of the study included an assessment rubric and an interview presenting both quantitative and qualitative indicators of pre-service teachers' development. The results of the study revealed that multimodal education was effective in developing EFL pre-service teachers' awareness of the teaching profession. This indicates that a multimodality based education can be adopted in the Faculties of Education to achieve various professional purposes.

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In search of developing practical knowledge in pre-service EFL teachers: A proposed model

Cited by 9 publications

References 8 publications

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Using a Multimodal Education to Develop EFL Pre-service Teachers' Awareness of the Profession

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