Effectiveness of Online and Blended Delivery Methods on Preservice Teachers' Knowledge and Beliefs for Writing Instruction

Autor/inn/en	Seoane, Rocío C.; Jiménez, Juan E.
Titel	Effectiveness of Online and Blended Delivery Methods on Preservice Teachers' Knowledge and Beliefs for Writing Instruction
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S.178-196 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seoane, Rocío C.) ORCID (Jiménez, Juan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1963191
Schlagwörter	Writing Instruction; Preservice Teachers; Pedagogical Content Knowledge; Student Attitudes; Web Based Instruction; Teaching Methods; Online Courses; Blended Learning; Attitude Change; Instructional Effectiveness; Comparative Analysis; Preschool Teachers; Teacher Education Programs; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Schreibunterricht; Pädagogische Kompetenz; Schülerverhalten; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Attitudinal change; Einstellungsänderung; Unterrichtserfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Spanien
Abstract	The wide expansion of digital technologies in higher education and the importance of specialised training in teaching writing as a guarantee of school success, have introduced the need to focus on the online professional development for the teaching of writing. This study aims to evaluate the effects of a web-based training for writing instruction on pre-service teachers' knowledge and beliefs under two different delivery methods (i.e. online vs. blended). To meet this goal, 90 pre-service teachers formed the blended group, and 73 pre-service teachers formed the online group. Split-Plot Anovas results indicate that the web-based training seems to be a suitable tool for improving the knowledge regardless of the delivery method and making changes in beliefs due to the training modality. Implications for the initial training of pre-service teachers' in writing instruction are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01