Promoting Inclusiveness, Creativity and Critical Thinking through Digital Storytelling among EFL Teacher Candidates

Autor/in	Belda-Medina, Jose
Titel	Promoting Inclusiveness, Creativity and Critical Thinking through Digital Storytelling among EFL Teacher Candidates
Quelle	In: International Journal of Inclusive Education, 26 (2022) 2, S.109-123 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Belda-Medina, Jose)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.2011440
Schlagwörter	Preservice Teachers; Story Telling; Creativity; Teacher Education Programs; Teaching Methods; Stereotypes; Pretests Posttests; Second Language Learning; Second Language Instruction; English (Second Language); Technological Literacy; Student Attitudes; Transformative Learning; Technology Integration; Educational Technology; Oral Tradition; Critical Thinking; Student Diversity; Elementary School Teachers; Preschool Teachers + Suchen Sie Ihr Suchwort? Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Technisches Wissen; Schülerverhalten; Pädagogische Transformation; Unterrichtsmedien; Oral history; Mündliche Überlieferung; Kritisches Denken; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Storytelling is an essential component in language learning and acquisition but it has changed over time from early oral tradition to modern digital literacy. Although digital storytelling (DST) has become an important tool in language development inclusive and diverse stories are still underrepresented. The novelty of this article is that it reports the findings of a two-year research about the design and use of DST by 244 teacher candidates and their attitudes toward inclusiveness and diversity in Education. Quantitative and qualitative data were gathered through a pre-test/post-test, class presentations and semi-structured debates. The results revealed statistically significant differences after the treatment as regards inclusiveness and diversity among participants, who demonstrated their creativity and openness to transformative technology pedagogy, and unveiled the early presence of stereotypes among children. The teacher candidates widely supported the integration of inclusive DSTs in the English as a Foreign Language (EFL) classroom but advocated for a better pedagogical and technological preparation in their transition from digital native students to digital native teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01