Design and evaluation of a teacher training course on videoconferencing-based EFL teaching: a case study of Syrian pre-service EFL teachers
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L. Isperdon [1] ; H. Selcuk [2]
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[1] Charles University in Prague
Charles University in Prague
Chequia
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[2] University of Latvia
University of Latvia
Letonia
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- Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (July 4th-6th, 2022, Palma, Spain) / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 870-876
- Idioma: inglés
- Enlaces
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Resumen
In recent years, authentic foreign language teaching and learning opportunities offered through videoconferencing (VC) to promote the use of the four macro L2 skills have become a pressing need for EFL teachers. This urgent need prompted the researchers to prepare EFL teachers to use VC tools effectively. To date, few attempts have been made to train pre-service EFL teachers to teach via VC tools. Therefore, the current study aimed to design a needs-based teacher training course on VC-based EFL teaching for six Syrian pre-service EFL teachers. In this study, we attempted to create a five-week, practice-based teacher training course for a group of Syrian pre-service EFL teachers and implement a five-week practicum where they were encouraged to practise the pedagogical knowledge gained during the training. We evaluated the training course using a qualitative, case study approach by gathering data from a group interview with the participating teachers and a series of random in-class observations. The findings revealed that, as a result of the designed VC-based teacher training course, pre-service EFL teachers were able to adopt communicative and student-centred teaching strategies and become adept at implementing online tools in VC-based EFL classes. The findings offer new insights into student-centred and cutting-edge pedagogy through a videoconferencing-based training course for prospective EFL teachers.
