Section archive - ICT & Teaching

Most research has examined flipped learning (FL) within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.

This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address issues uncovered in Cycle 1. The study found that the pre-service teachers experienced problems applying appropriate English teaching approaches to promote their pupils’ communicative competence. Four measures were applied in Cycle 2, such as restructuring the training-teaching module, reinforcing the concept of English as a lingua franca to promote students’ communicative skills, selecting authentic materials to enhance students’ motivation, and obtaining administrative support to resolve technological problems. The results from English proficiency tests showed that the pupils improved their reading and listening skills in Cycle 2. Although the actions taken in Cycle 2 were focused on improving pupils’ English abilities, these actions also had the effect of enhancing the pre-service teachers’ CLIL pedagogical concepts, such as the translanguaging approach. The study provides a detailed description of CLIL teaching with online storybooks and adds to the body of much-needed studies of CLIL in practice, especially in the Asian context.

In this study, researchers examine the impact of e-coaching (including a web-based professional development (PD) portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.

This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teaching (TG-T); and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT). An untreated control group (CG) received no classroom management training. Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach. Results showed that all interventions fostered strategic knowledge of classroom management. Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.