ESOL Pre-Service Teachers' Experiences and Learning in Completing a Reflection Paper and Digital Storytelling

Autor/in	Park, Ho-Ryong
Titel	ESOL Pre-Service Teachers' Experiences and Learning in Completing a Reflection Paper and Digital Storytelling
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 4, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Student Attitudes; Story Telling; Graduate Students; Language Teachers; Teacher Education Programs; Cultural Awareness; Information Technology; Computer Simulation; Content Analysis; Task Analysis; Blended Learning; Reflection; Course Descriptions; Linguistic Theory; Metalinguistics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Informationstechnologie; Computergrafik; Computersimulation; Inhaltsanalyse; Aufgabenanalyse; Kursstrukturplan; Linguistische Theorie; Metalanguage; Metasprache
Abstract	This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants' experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01