Abstract
Numerous studies have found that a perceived low level of competence in the foreign language can negatively affect foreign language teachers’ self-efficacy and self-concept. This can be a problem in countries where, as in Spain, many pre-service teachers begin their training with an intermediate to low level of English. This case study offers of a course design and implementation that uses formative assessments and multi-directional feedback to foster a “multivoiced” learning environment that can help respond to the needs of a mixed language ability group. Using team lesson planning and microteaching as the main course task, students are exposed to abundant teacher and peer feedback, provide constructive criticism to their peers’ work, and engage in processes of self-assessment and reflective writing. In this exploratory study, we were interested in assessing the effectiveness of these instructional strategies, especially in their ability to support the learning of lower language-level trainees, and even modify their self-concept as prospective English teachers.To do so, qualitative data were collected in the form of anonymous mid-semester and end-of-semester exit tickets, focus group interviews, and reflective essay writing. Initial results suggest that the prominent role of collaboration and feedback in the classroom does provide an effective scaffold for students’ learning, although it is unclear whether an increased sense of foreign language pedagogical competence significantly affects trainees’ self-concept as English teachers.
Presenters
Alfonso Lopez-HernandezAssistant Professor, Departament of Education, Comillas Pontifical University, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pre-service teacher education, EFL, Self-efficacy, Self-Concept, Formative assessment
