Training in digital and didactic competences for future foreign language teachers: reflecting on the learning process

Authors

DOI:

https://doi.org/10.7203/realia.33.27750

Keywords:

digital competence, didactic competence, teacher development, foreign languages

Abstract

This study explores the evolution in the self-perceived digital and didactic competences of student-teachers completing a course on "Teaching English as a Foreign Language". The main aim of the research was to assess the impact of the integrated practice of these two competences through the completion of specific tasks. The research method chosen was mixed (quantitative and qualitative), and the self-reflection tools used were the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) for digital competences and EPOSTL (European Portfolio for Student Teachers of Languages) for didactic competences. A total of 244 student-teachers participated in this innovative proposal during the academic year 2021-22. They had to complete collaborative tasks addressing both competences: pre-task video discussions, lesson planning, and post-task video presentations. They made use of MS Office 365 and Teams for their collaborative work. Results show that their perception of digital competence fluctuates but shows an overall improvement, while their perceived progress in didactic competence is more erratic, with a more positive result in the pre-task and in the task, but not in the post-task. This study contributes to gaining a deeper understanding of digital and didactic competence practice in teacher training, underlining the effectiveness of an integrated approach.

Downloads

Download data is not yet available.

Author Biographies

Paz Díez-Arcón, Polytechnic University of Madrid (UPM)

Part-time Lecturer in the Department of Applied Linguistics in Science and Technology

Elena Martín-Monje, Universidad Nacional de Educación a Distancia (UNED)

Senior Lecturer in the Department of Foreign Philologies and their Linguistics

References

Bergil, A. S., & Sariçoban, A. (2017). The use of EPOSTL to determine the self-efficacy of prospective EFL teachers: Raising awareness in English language teacher education. Journal of Language and Linguistic Studies, 13(1), 399-411. https://www.jlls.org/index.php/jlls/article/view/629

Cabero-Almenara, J., Barroso-Osuna, J., Rodríguez, A. P., & Llorente-Cejudo, C. (2020). Digital competence frameworks for university teachers: Their evaluation through the expert competence coefficient. Interuniversity Electronic Journal of Teacher Training, 23(3).  https://doi.org/10.6018/reifop.414501

Cakir, A., & Balcikanli, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers' and teacher trainers' views. Australian Journal of Teacher Education, 37(3), 1-16. https://doi.org/10.14221/ajte.2012v37n3.7

Castaño-Muñoz, J., Weikert Garcia, L., & Herrero Rámila, C. (2021). Analysing the digital capacity of Spanish schools using SELFIE. Publications Office of the European Union https://dx.doi.org/10.2760/947402

Castaño Muñoz, J., Pokropek, A., & Weikert García, L. (2022). For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain. British Journal of Educational Technology, 53(6), 1937-1955.  https://doi.org/10.1111/bjet.13222

Castaño Muñoz, J., Vuorikari, R., Costa, P., Hippe, R., & Kampylis, P. (2023). Teacher collaboration and students’ digital competence-evidence from the SELFIE tool. European Journal of Teacher Education, 46(3), 476-497. https://doi.org/10.1111/bjet.13222

Cohen, L., Manion, L., & Morrison, K. (2017). Action research. In Research methods in education (pp. 440-456). Routledge

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.

da Luz, L. C. S., & do Espírito Santo, E. (2023). Self-reflection proposal on digital competence for regular primary education teachers: the Selfie For Teachers model. Cuadernos de Educación y Desarrollo, 15(7), 6521-6538. https://doi.org/10.55905/cuadv15n7-035 

Dropulja, J. (2015). Perspectives of the EPOSTL by student teachers of English, MA Thesis, University of Rijeka, Croatia

Godínez Martínez, J. (2022). Action research and collaborative reflective practice in English language teaching. Reflective Practice, 23(1), 88-102. https://doi.org/10.1080/14623943.2021.1982688

Haggag, H. M. (2018) Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective. European Scientific Journal, 4(17 http://dx.doi.org/10.19044/esj.2018.v14n17p12

Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, culture and social interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437

Huang, J. (2012). The implementation of portfolio assessment in integrated English course, Journal of English language and literature studies, 2 (4) https://doi.org/10.5539/ells.v2n4p15

Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260

Karsli, M. B., Kucuk, S., Kilic, R., & Unal, O. A. (2023). Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 13(1), 67-94. https://doi.org/10.31704/ijocis.2023.004

Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. https://doi.org/10.1080/00313831.2012.726273

Liu, S.H., Tsai, H.C., & Huang, Y.T. (2015). Collaborative professional development of mentor teachers and pre-service teachers in relation to technology integration. Journal of Educationl Technology & Society, 18(3), 161-172. https://eric.ed.gov/?id=EJ1070041

Martínez Ortega, R.M., Tuya Pendás, L.C., Martínez Ortega, M., Pérez Abreu, A., & Cánovas, A.M. (2009). El coeficiente de correlación de los rangos de Spearman caracterización. Revista Habanera de Ciencias Médicas, 8(2), 0-0. https://www.redalyc.org/pdf/1804/180414044017.pdf

Martyniuk, W., and S. Slivensky. 2012. “Empowering Language Professionals – the Contribution of the European Centre for Modern Languages in Graz to Innovation in Language Teaching and Learning.” Innovation in Language Learning and Teaching 6 (3): 195–206. https://doi.org/10.1080/17501229.2012.725249

McGarr, O., Mifsud, L., & Colomer Rubio, J. C. (2021). Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain. Learning, Media and Technology, 46(4), 483-497. https://doi.org/10.1080/17439884.2021.1913182

Mora-Cantallops, M., dos Santos, A. I., Villalonga-Gómez, C., Remigio, J. R. L., Casado, J. C., Eguzábal, J. M. S., ... & Martínez, P. M. R. (2022). The digital competence of academics in Spain. A Study Based on the European Frameworks DigCompEdu and OpenEdu. EUR, 31127. https://op.europa.eu/en/publication-detail/-/publication/a99c9125-0251-11ed-acce-01aa75ed71a1/language-en

Newby, D, Allan, R, Fenner, A-B, & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages: A reflection tool for language teacher education. Council of Europe.

Ní Dhiorbháin, A. (2019). Exploring the potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a reflective tool in initial primary teacher education. Irish Educational Studies, 38(3), 401-417. https://doi.org/10.1080/03323315.2019.1611466

Önal, A., & Alagözlü, N. (2018). A Descriptive Study on in-Service English Language Teachers' Perceptions of the European Portfolio for Student Teachers of Languages (EPOSTL) in Turkish Setting. Journal of Language and Linguistic Studies, 14(3), 56-76. https://www.jlls.org/index.php/jlls/article/view/988/392

Redecker, C., (2017). European Framework for the Digital Competence of Educators.DigCompEdu. Edited by Y. Punie. Publications Office of the European Union.

Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940

Richards, J. C., & Lockhard, C. (1994). Reflective teaching. Cambridge University Press

Salih, A. A., & Omar, L. I. (2022). Reflective teaching in EFL online classrooms: Teachers’ perspective. Journal of Language Teaching and Research, 13(2), 261-270. https://doi.org/10.17507/jltr.1302.05

Seitova, M., Mirici, I. H., & Öz, H. (2019). The Effect of the EPOSTL on the Self-evaluation of Student Teachers of English. Ilkogretim Online, 18(3). https://doi.org/10.17051/ilkonline.2019.612580

Stančić, M. (2021). Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment and Evaluation in Higher Education, 46(6), 852-864. https://doi.org/10.1080/02602938.2020.1828267

Su Bergil, A., & Sarıçoban, A. (2018). Utilizing the EPOSTL for English language teacher education process: Needs and gains. International Online Journal of Education and Teaching (IOJET), 5(4), 1007-1029. http://iojet.org/index.php/IOJET/article/view/516/309

Sumarni, S., Iskandar, I., & Santosa, I. (2023). Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses. Journal of English Education and Teaching, 7(3), 613-631. https://ejournal.unib.ac.id/JEET/article/view/27914/13035

Yoon, S. H. (2022). Gender and digital competence: Analysis of pre-service teachers’ educational needs and its implications. International journal of educational research, 114, 101989. https://doi.org/10.1016/j.ijer.2022.101989

Zwozdiak-Myers, P. (2012). The Teacher's Reflective Practice Handbook: How to Engage Effectively in Professional Development and Build a Portfolio of Practice. Routledge.

 

Downloads

Published

2024-07-22

How to Cite

Díez-Arcón, P., & Martín-Monje, E. (2024). Training in digital and didactic competences for future foreign language teachers: reflecting on the learning process. Research in Education and Learning Innovation Archives, (33). https://doi.org/10.7203/realia.33.27750
Metrics
Views/Downloads
  • Abstract
    104
  • PDF
    67
  • HTML
    8
  • EPUB
    5

Issue

No. 33 (2024)

Section

THEMATIC ISSUES

License

Copyright (c) 2024 Paz Díez-Arcón, Elena Martín-Monje

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics

Similar Articles

<< < 1 2 3 4 5 6 7 > >> 

You may also start an advanced similarity search for this article.