PREPARING STUDENT TEACHERS TO TEACH: A TECHNOLOGY-ENHANCED, REFLECTIVE, AND COLLABORATIVE MODEL

Selma Kara

Abstract


In language teacher education programs, to train learners to become effective and qualified teachers, theories of learning and teaching are taught. In the methodology courses, learners experience teaching to their peers as a link between theory and practice. To improve teaching experiences, the current study focuses on a special methodology course, Teaching English to Young Learners, by implementing technology, reflective feedback, and collaborative learning, and it presents a model that is grounded within the social constructivist theory. Sixty-two learners participated in the study. Two groups were randomly assigned to the Technology Enhanced Group and Control Group to investigate the effectiveness of the technology-enhanced, reflective, and collaborative model; and to explore the learners’ perceptions. The qualitative data was analyzed using feedback, reflections, and learner interviews. The technology-enhanced, reflective, and collaborative model of teaching how to teach to young learners proved to be effective. Participants noticed the pedagogical aspects of the teaching model presented to them and their perceptions were positive. It is concluded that it is crucial to search for ways to help learners learn the theory and prepare future teachers for their actual classroom experience in language teacher education programs.

 

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teacher training, technology-enhanced reflective and collaborative model of teaching, preparing student teachers to teach

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DOI: http://dx.doi.org/10.46827/ejes.v11i6.5324

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