{"title":"Promoting pre-service teachers’ inquiry skills in a blended model","authors":"Sandra Morales, Sandra Flores, Claudia Trajtemberg","doi":"10.14705/rpnet.2019.28.869","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.869","url":null,"abstract":"Lesson observation has been used with preand in-service teachers to improve classroom practices. In addition, reflection and criticality can be developed when teachers use evidence from their lessons and engage in collaborative discussions. Therefore, it is essential for pre-service teachers to collect data from their practices and reflect upon them individually and as a part of a teaching community. Thus, classroom-based studies in which blended models promote reflective research skills based on pedagogical practices are needed. Bearing this in mind, the aim of our case study was to examine the development of reflective inquiry skills amongst pre-service teachers in an English language teaching programme in Chile. We implemented a blended model of face-to-face sessions and an online community to foster discussions about classroom related issues. The face-to-face interactions took place as part of the Applied Research (AR) in teaching English as a foreign language course. The pre-service teachers’ videos from the Practicum I (PI) course were uploaded onto the Video Enhanced Observation (VEO) online portal where self, peer, and teacher observation occurred. Data were collected from a questionnaire, comments on the VEO platform and focus groups. Statistical analyses were carried out using R scripts and quantitative content analyses were conducted with word clouds. 1. Universidad Diego Portales, Santiago, Chile; smoralesrios@gmail.com 2. Universidad de Chile, Santiago, Chile; Sfloresa87@gmail.com 3. Universidad Diego Portales, Santiago, Chile; claudiate@gmail.com How to cite this chapter: Morales, S., Flores, S., & Trajtemberg, C. (2019). Promoting pre-service teachers’ inquiry skills in a blended model. In C. N. Giannikas, E. Kakoulli Constantinou & S. Papadima-Sophocleous (Eds), Professional development in CALL: a selection of papers (pp. 39-53). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.28.869","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126530006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Materials design in CALL: a case study of two teachers of English as creators of digital materials","authors":"Ferit Kılıçkaya","doi":"10.14705/rpnet.2019.28.875","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.875","url":null,"abstract":"The importance of providing pre-service and in-service teachers with sufficient training and practice in integrating technology into their classrooms has led several studies to investigate the possible effects of pre-determined training and practice provided to teachers. However, most of these studies seem to have focussed on teachers’ beliefs and perceptions during the courses offered in the departments without considering their needs and requests. Noticing this gap, the current study aimed to investigate two in-service language teachers’ views and experiences on the training which was designed and provided based on their needs and requests. This research was designed as a qualitative case study, focussing on the experience of two male teachers of English who were exposed to a series of workshops that focussed on creating digital materials using several web-based tools. The findings of the study indicated that, although the participants learned how to utilise the technological tools and were willing to infuse these tools into classrooms, their intentions, in some cases, were not realised in their classroom practices for various reasons, most of which were directly related to the context of teaching.","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122146649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}