INTEGRATING DIGITAL TECHNOLOGIES IN BRAZILIAN ENGLISH LANGUAGE TEACHER EDUCATION THROUGH BLENDED LEARNING

INTEGRANDO TECNOLOGIAS DIGITAIS NA FORMAÇÃO INICIAL DE PROFESSORES DE INGLÊS POR MEIO DE ABORDAGENS HÍBRIDAS

INTEGRANDO TECNOLOGÍAS DIGITALES EN LA FORMACIÓN DE PROFESORES DE INGLÉS EN BRASIL A TRAVÉS DEL APRENDIZAJE HÍBRIDO

ABSTRACT:

This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.

Keywords:
Blended learning; pre-service english language teacher education; digital technologies