nach oben

Education and Information Technologies

Erschienen in:

08.08.2023

An experimental study to promote preservice teachers’ competencies in the classroom based on teaching-learning model and Moso Teach

verfasst von: Mohamed Oubibi

Erschienen in: Education and Information Technologies | Ausgabe 6/2024

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The role of technology cannot longer be ignored or solely described as a medium for teachers and preservice teachers. Nowadays, demand for more technologies is increasing in various aspects of their daily activities. Numerous studies have been conducted to enhance the teaching learning of Chinese as a foreign language (TCFL) for international students. In this study, 163 participants experienced our new teaching model based on the mobile app Moso Teach. This model aimed to facilitate skills development during one academic semester, from September to January. Our findings highlight the importance of the teaching–learning environment, the use of technology, and the design of the teaching–learning model in the development of preservice teachers’ skills regarding pedagogy, technology, didactic abilities, and social skills. When comparing the experimental group (EG) with the control group (CG), a significant level of development is observed. Hence, this study can help institutions and teachers in supporting preservice teachers, promoting self-awareness, and enhancing their reaction–learning skills to maximize educational benefits.

Vorheriger Artikel A “live” and E-education in a frontier area in China under the perspective of the philosophy of technology

Nächster Artikel Optimizing learning return on investment: Identifying learning strategies based on user behavior characteristic in language learning applications

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abramenko, N. Y. (2022). Methodological approaches to future teachers’ training to design students’ educational activities. In N. G. Bogachenko (Ed.), AmurCon 2021: International scientific conference. European Proceedings of Social and Behavioural Sciences (Vol. 126, pp. 18–24). European Publisher. https://doi.org/10.15405/epsbs.2022.06.3CrossRef

Al-Kaisi, A. N., Arkhangelskaya, A. L., & Rudenko-Morgun, O. I. (2021). The didactic potential of the voice assistant “Alice” for students of a foreign language at a university. Education and Information Technologies, 26, 715–732. https://doi.org/10.1007/s10639-020-10277-2CrossRef

Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185.CrossRef

Azionya, C. M., & Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the COVID-19 lockdown. Turkish Online Journal of Distance Education, 22(4), 164–182.CrossRef

Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-xCrossRef

Bonner, C. L., Staton, A. G., Naro, P. B., McCullough, E., Stevenson, T. L., Williamson, M., ... & Momary, K. M. (2018). A compliance assessment of midpoint formative assessments completed by APPE preceptors. Currents in Pharmacy Teaching and Learning, 10(1), 14–20.

Catalano, H., & Catalano, C. (2015). The contribution of pedagogical teaching practice activities on the development of communicative competence of the students future teachers for preschool and primary school-ascertaining study. Procedia - Social and Behavioral Sciences, 209, 109–115. https://doi.org/10.1016/j.sbspro.2015.11.265CrossRef

Chen, Z. (2019). A research on College English Teaching Design based on Mosoteach App. Advances in Social Science Education and Humanities Research, 325, 261–264. https://doi.org/10.2991/emehss-19.2019.52CrossRef

Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers’ practice with educational technology with specific reference to Kahoot! And Padlet: A case from China. Education and Information Technologies, 27, 1439–1465. https://doi.org/10.1007/s10639-021-10649-2CrossRef

Cirocki, A., & Farrell, T. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 1–14.CrossRef

Colpitts, B. D., Smith, M. D., & McCurrach, D. P. (2021). Enhancing the digital capacity of EFL programs in the age of COVID-19: The ecological perspective in Japanese higher education. Interactive Technology and Smart Education, 18(2), 158–174.

Coltart, C. E. M., Lindsey, B., Ghinai, I., Johnson, A. M., & Heymann, D. L. (2017). The Ebola outbreak, 2013–2016: Old lessons for new epidemics. Philosophical Transactions of the Royal Society B: Biological Sciences, 372(1721), 2013–2016. https://doi.org/10.1098/rstb.2016.0297CrossRef

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., De Villiers, M., Felix, A., Gachago, D., & Gokhale, C. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital Science and Education, 2(3), 946–967.CrossRef

Dagarin-Fojkar, M., Grahut, M., & Skubic, D. (2022). Teacher competences for teaching English as a foreign language in the first educational cycle of primary education. European Journal of Educational Research, 11(1), 423–433. https://doi.org/10.12973/eu-jer.11.1.423CrossRef

Danday, B. A. (2023). Fostering critical thinking among pre-service teachers through a multiple representation-based collaborative Pedagogical Approach. Brain, decision making and Mental Health (pp. 191–217). Springer.

Dhawan, S. (2020). Online learning: A panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018CrossRef

Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28.CrossRef

Du, X., Zhao, K., Ruan, Y., Wang, L., & Duan, X. (2017). Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark. System, 69, 108–120.CrossRef

El-soussi, A. (2022). The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity. International Journal of Educational Research Open, 3, 1–8. https://doi.org/10.1016/j.ijedro.2022.100139CrossRef

Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, challenges and needs of K-12 teachers in the transition to distance learning during the COVID-19 pandemic. TechTrends, 65(4), 589–601.CrossRef

Fute, A., Oubibi, M., Sun, B., Zhou, Y., & Xiao, W. (2022). Work values predict job satisfaction among chinese teachers during COVID-19: The Mediation Role of Work Engagement. Sustainability, 14(3), 1–18. https://doi.org/10.3390/su14031353CrossRef

Gumede, L., & Badriparsad, N. (2022). Online teaching and learning through the students’ eyes – uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa. Radiography, 28(1), 193–198. https://doi.org/10.1016/j.radi.2021.10.018CrossRef

Guzacheva, N. (2020). Zoom technology as an effective tool for distance learning. Bulletin of Science and Practice, 6(5), 457–460.CrossRef

Husain, N. (2010). Teacher competencies for the use of information communication technology. Journal of Indian Education, 36(3), 144–156.

Junge, C., Valkenburg, P. M., Deković, M., & Branje, S. (2020). The building blocks of social competence: Contributions of the consortium of individual development. Developmental Cognitive Neuroscience, 45, 1–11. https://doi.org/10.1016/j.dcn.2020.100861CrossRef

Kim, J., Lee, H., & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069–6104.CrossRef

Komar, J., Chow, J. Y., Kawabata, M., & Choo, C. Z. Y. (2022). Information and Communication Technology as an enabler for implementing Nonlinear Pedagogy in Physical Education: Effects on students’ exploration and motivation. Asian Journal of Sport and Exercise Psychology, 2–7. https://doi.org/10.1016/j.ajsep.2022.02.001

LeDuc, J. W., & Barry, M. A. (2004). SARS, the first pandemic of the 21st Century1. Emerging Infectious Diseases, 10(11), e26–e26. https://doi.org/10.3201/eid1011.040797_02CrossRef

Lee, K. (2009). Gender differences in Hong Kong adolescent consumers’ green purchasing behavior. Journal of Consumer Marketing, 26(2), 87–96.MathSciNetCrossRef

Lee, J. C., & Xiong, L. N. (2022). Investigation of the relationships among educational application (APP) quality, computer anxiety and student engagement. Online Information Review, 46(1), 182–203.CrossRef

Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105–119.CrossRef

Li, Y., & Liao, X. (2022). Research and practice of blended teaching Mode based on “Mobile Learning platform and PAD class. Creative Education, 13(6), 2126–2132.CrossRef

Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49–64. http://llt.msu.edu/vol10num3/liaw/

Liaw, M. L., & Bunn-Le Master, S. (2010). Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23(1), 21–40.CrossRef

Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2021). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 3, 1–18. https://doi.org/10.1007/s12528-021-09274-2CrossRef

Manuela Veríssimo, A. J., Santos, C., Fernandes, N., Shin, Brian, E., & Vaughn. (2014). Associations between attachment security and social competence in Preschool Children. Merrill-Palmer Quarterly, 60(1), 1–80. https://doi.org/10.13110/merrpalmquar1982.60.1.0080CrossRef

Mâţă, L., Cmeciu, D., & Ghiaţău, R. M. (2013). A reference Framework of Pedagogical Competences of Language Teachers in the initial training programmes. Procedia - Social and Behavioral Sciences, 93, 648–653. https://doi.org/10.1016/j.sbspro.2013.09.255CrossRef

Mlambo, S., Rambe, P., & Schlebusch, L. (2020). Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms. Heliyon, 6(4), 1–14. https://doi.org/10.1016/j.heliyon.2020.e03730CrossRef

Mou, Y., Zhu, L., & Shen, W. (2013). The effects of intercultural email exchange on learners’ english writing performance. Modern Distance Education Research, 01, 78–84.

Okoye, K., Hussein, H., Arrona-Palacios, A., Quintero, H. N., Ortega, L. O. P., Sanchez, A. L., Ortiz, E. A., Escamilla, J., & Hosseini, S. (2023). Impact of digital technologies upon teaching and learning in higher education in Latin America: An outlook on the reach, barriers, and bottlenecks. Education and Information Technologies, 28(2), 2291–2360.CrossRef

Oubibi, M., Fute, A., Xiao, W., Sun, B., & Zhou, Y. (2022). Perceived organizational support and career satisfaction among Chinese teachers: The mediation effects of job crafting and work engagement during COVID-19. Sustainability (Switzerland), 14(2), 1–18. https://doi.org/10.3390/su14020623CrossRef

Peacock, J. G., & Grande, J. P. (2016). An online app platform enhances collaborative medical student group learning and classroom management. Medical Teacher, 38(2), 174–180.CrossRef

Pérez, K. V. P., & Torelló, O. M. (2012). The digital competence as a cross-cutting axis of higher education teachers’ pedagogical competences in the european higher education area. Procedia - Social and Behavioral Sciences, 46, 1112–1116. https://doi.org/10.1016/j.sbspro.2012.05.257CrossRef

Perifanis, N. A., & Kitsios, F. (2023). Investigating the influence of artificial intelligence on business value in the digital era of strategy: A literature review. Information, 14(2), 85.CrossRef

Pinter, A. (2017). Teaching young language learners. Oxford University Press.

Pischetola, M. (2022). Exploring the relationship between in-service teachers’ beliefs and technology adoption in brazilian primary schools. International Journal of Technology and Design Education, 32(1), 75–98.CrossRef

Qiu, C., He, H., Chen, G., et al. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of chinese as a second language. Education and Information Technologies, 27, 6367–6391. https://doi.org/10.1007/s10639-022-10888-xCrossRef

Robertson, H. J. (2003). Toward a theory of negativity: Teacher education and information and communications technology. Journal of Teacher Education, 54(4), 280–296.CrossRef

Schmitz, B., & Hanke, K. (2023). Engage me: Learners’ expectancies and teachers’ efforts in designing effective online classes. Journal of Computer Assisted Learning, 39(4), 1132–1140. https://doi.org/10.1111/jcal.12636CrossRef

Sekwena, G. L. (2023). Active learning pedagogy for enriching economics students’ higher order thinking skills. International Journal of Learning Teaching and Educational Research, 22(3), 241–255.CrossRef

Shchedrina, E., Galkina, E., Petunina, I., & Lushkov, R. (2020). Integration of mobile learning into complex problem-solving processes during STEM education. International Journal of interactive Mobile Technologies, 14(21), 19–37.CrossRef

Sheu, F. R., & Chen, N. S. (2014). Taking a signal: A review of gesture-based computing research in education. Computers & Education, 78, 268–277.CrossRef

Siddiquei, M. I., & Kathpal, S. (2021). Challenges of online teaching during COVID-19: An exploratory factor analysis. Human Behavior and Emerging Technologies, 3(5), 811–822. https://doi.org/10.1002/hbe2.300CrossRef

Sim, K., & Chua, H. C. (2004). The psychological impact of SARS: A matter of heart and mind. CMAJ, 170(5), 811–812. https://doi.org/10.1503/cmaj.1032003CrossRef

Suarta, I. M., Noortyani, R., Yarsama, K., & Adhiti, I. A. I. (2022). The role of teachers’ indigenous knowledge and cultural competencies in enhancing students’ engagement and learning outcomes. Journal of Ethnic and Cultural Studies, 9(1), 244–264.CrossRef

Thorne, K. (2003). Blended learning: how to integrate online & traditional learning. Kogan Page Publishers.

UNESCO (2020). 1.37 billion students now home as COVID-19 school closures expand, ministers scale up multimedia approaches to ensure learning continuity. UNESCO. https://en.unesco.org/news/137-billion-students-now-home-covid-19-school-closures-expand-ministers-scale-multimedia. Accessed 5 Apr 2022

UNICEF. (2021). COVID-19: Schools for more than 168 million children globally have been completely closed for almost a full year, says UNICEF. UNICEF. https://www.unicef.org/press-releases/schools-more-168-million-children-globally-have-been-completely-closed. Accessed 7 Mar 2022

Van Bortel, T., Basnayake, A., Wurie, F., Jambai, M., Koroma, A. S., Muana, A. T., Hann, K., Eaton, J., Martin, S., & Nellums, L. B. (2016). Psychosocial effects of an Ebola outbreak at individual, community and international levels. Bulletin of the World Health Organization, 94(3), 210–214. https://doi.org/10.2471/blt.15.158543CrossRef

van der Wilt, F., Bouwer, R., & van der Veen, C. (2022). Dialogic classroom talk in early childhood education: The effect on language skills and social competence. Learning and Instruction, 77, 1–10. https://doi.org/10.1016/j.learninstruc.2021.101522CrossRef

Vargas, M. D., Irby, B. J., Lara-Alecio, R., Tong, F., Jimenez, D., Gamez, Y., Choron, V., & Tang, S. (2023). A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students. Teaching and Teacher Education, 124, 103995.CrossRef

Veiga, G., de Leng, W., Cachucho, R., Ketelaar, L., Kok, J. N., Knobbe, A., Neto, C., & Rieffe, C. (2017). Social competence at the Playground: Preschoolers during recess. Infant and Child Development, 26(1), 1–15. https://doi.org/10.1002/icd.1957CrossRef

Wu, Y., You, S., Guo, Z., Li, X., Zhou, G., & Gong, J. (2023). MR. Brick: designing a remote mixed-reality educational game system for promoting children’s social & collaborative skills. arXiv preprint arXiv:2301.07310.

Xinhua News Agency. (2019). The Central Committee of the Communist Party of China and the State Council issued China’s Education Modernization Plan 2035. Retrieved 15 April 2021 from https://www.gov.cn/xinwen/2019-02/23/content_5367987.htm

Yin, W. (2020). The application and research of College English blended Teaching Mode based on MosoTeach. Journal of Contemporary Educational Research, 4(9), https://doi.org/10.26689/jcer.v4i9.1498

Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: A systematic review. BMC Nursing, 20(1), 1–13.CrossRef

Zein, S., & Garton, S. (2019). Early language learning and teacher education. Multilingual Matters. https://doi.org/10.21832/9781788922661-002CrossRef

Zhang, S. (2021). A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020. Chinese as a Second Language Research, 10(2), 207–238. https://doi.org/10.1515/caslar-2021-2003CrossRef

Zhang, H., Wang, M., & Marquez, A. (2019). A case study of collaborative mobile learning in large-size classes. 2019 IEEE International Conference on Engineering, Technology and Education (TALE).

Zhu, Q., & Wang, M. (2020). Team-based mobile learning supported by an intelligent system: Case study of STEM students. Interactive Learning Environments, 28(5), 543–559.CrossRef

Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in efl writing during COVID-19 pandemic: The case of China. The Asia-Pacific Education Researcher, 30(6), 487–498.CrossRef

Titel: An experimental study to promote preservice teachers’ competencies in the classroom based on teaching-learning model and Moso Teach
verfasst von: Mohamed Oubibi
Publikationsdatum: 08.08.2023
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 6/2024
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-023-12070-3

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 6/2024

Improvised progressive model based on automatic calibration of difficulty level: A practical solution of competitive-based examination

Toward a new educational reality: A mapping review of the role of e-assessment in the new digital context

Assessment of learning parameters for students' adaptability in online education using machine learning and explainable AI

Shared digital artifacts – Co-creators as beneficiaries in microlearning development

Efficacy of augmented reality-based flashcards on learning Basic Tamil words among primary learners during neo - normal period

Exploring the Drivers for the Adoption of Metaverse Technology in Engineering Education using PLS-SEM and ANFIS

Premium Partner