Cad, A. C. (2023). Argentinian pre-service teachers designing virtual learning environments for their practica: A study on the interconnection of technology, content and pedagogy in foreign language teacher education. In P. Hohaus & J.-F. Heeren (Eds.), The future of teacher education: Innovations across pedagogies, technologies and societies (pp. 131-154). Brill. https://doi.org/10.1163/9789004678545_006

Abstract:

“Contributing to the development of digital literacy skills in initial English teacher language education (henceforth, IETLE) can support the use of emerging technologies in future educational settings (Fallon, 2020). In Argentina, there is an urgent need to equip pre-service teachers with skills in the use of information and communication technology (ICT) through systematized teaching across IETLE programs. The main aim of the research project outlined in this chapter was to provide pre-service primary school teachers with the necessary competencies to produce a virtual learning environment (henceforth, VLE). The so-called TPACK model, which combines technological, pedagogical and content knowledge (Mishra & Koehler, 2006), was used as a theoretical framework, and it was integrated into a Teaching English as a Foreign Language Methodology course. The participants of this course were twelve pre-service primary school teachers carrying out their practicum (internship) to become English teachers. Their attitudes to the subdimensions of the TPACK model as well as their strengths and weaknesses were investigated (based upon focus group interviews and a detailed analysis of their created VLE s). This contribution concludes with some suggestions for the creation of VLE s for primary school students and the implementation of the TPACK framework in an IETLE program.”