A Blended INSET Program Design for Technopedagogical Development in Teaching English

Autor/inn/en	Kimav, Ali Ulus; Kürüm-Yapicioglu, Dilruba
Titel	A Blended INSET Program Design for Technopedagogical Development in Teaching English
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 20 (2021) 3, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Foreign Countries; Blended Learning; Inservice Teacher Education; Technological Literacy; Teaching Skills; English (Second Language); Second Language Instruction; Language Teachers; College Faculty; Teacher Attitudes; Teacher Behavior; Andragogy; Interaction; Cooperation; Discussion; Experiential Learning; Constructivism (Learning); Faculty Development; Program Design; Program Implementation; Program Evaluation; Administrator Attitudes; Student Needs; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerfortbildung; Technisches Wissen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Teacher behaviour; Andragogics; Andragogik; Interaktion; Co-operation; Kooperation; Diskussion; Experiental learning; Erfahrungsorientiertes Lernen; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Türkei
Abstract	The aim of this research was to design a blended in-service training program for developing technopedagogical skills (B-INSET for TPD) in teaching English. 12 lecturers in an intensive English language program at a state university formed the study group in the research. In the design-based research, the expectations of the administrators, lecturers, and students about technology integration in the school where the research was conducted were identified. The program that was designed according to the principles of adult education, social constructivism, and blended learning was later improved based on the views of specialists from different fields, tested for ten weeks in the 2018-209 academic year fall semester, and evaluated by its participants. Questionnaire forms, semi-structured interviews, materials that were produced by the participants, face-to-face video sessions, and a research diary were utilized as data collection tools. The data were analyzed using descriptive statistics, descriptive analysis, and content analysis. At the end of the research, it was concluded that the participants found opportunities for interaction, collaboration, discussion, and hands-on practice when an eclectic teacher training model with the principles of adult education, social constructivism, and blended learning was utilized; and that the participants found adequate trainer support and all of their expectations were met. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01