Use technology-mediated learning to shift the trainer's role from knowledge provider to facilitator and foster reflection¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends computer-facilitated learning and activities to foster reflection in pre-service ELT teacher education. Citing Strampel & Oliver, it argues "use of the computer is significant in terms of changing the role of the course instructor from a knowledge provider and controller to a facilitator and helper", giving student teachers access to multiple worldviews about ELT and creating an environment conducive to reflection leading to conceptual change, knowledge transfer and action. Computer-mediated technologies support reflection through the multiple tools and activities they provide, especially when student teachers are given scaffolds and social tasks.

Design Implications¶

Context¶

Requirements¶

• Student teachers should be given 'scaffolds' and 'social' tasks that encourage, nurture and stimulate further reflection

Constraints¶

• The recommendation is grounded in the cited literature rather than tested in this study

Target Learners¶

• pre-service ELT student teachers in higher education

Target Learning Goals¶

• autonomous reflective practice and conceptual change about ELT

Claims¶

• Teachers perceive their role shifting from knowledge transmitters to facilitators, co-investigators, and ethical supervisors of AI use [+W]

Related Strategies¶

• Engage trainees in focused observation tasks, collaborative learning tasks, and peer communities of practice to develop reflective practitioners
• Adopt a facilitator role and prepare students for active participation in sociocultural L2 writing instruction
• Use technology to facilitate active participation rather than replace face-to-face learning, potentially creating greater synchronicity between modes
• Focus staff development on the judgement work of AI integration rather than tool training

Examples¶

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Key Sources¶

• Ali Al-Issa & Ali Al-Bulushi. (2010). Training English Language Student Teachers to Become Reflective Teachers. Australian Journal of Teacher Education, Vol 35, 4. https://ro.ecu.edu.au/ajtec/vol35/iss4/4/