Opening opportunities for language engagement through multimodal practices that start in the classroom and continue to develop in pre-service teachers’ lives turns out to be a resource to build teacher knowledge. Moreover, the use of digital resources and multiple modes of communication are alternatives that connect with today’s learning environments. This study, framed within a qualitative approach and a hermeneutic perspective, aims to develop understandings of elementary school pre-service teachers’ multimodal practices while implementing a multiliteracies approach. Data were collected through a teaching diary, two questionnaires, and the implementation of a pedagogical multimodal proposal. As a result, this project contributed to developing understandings of participants’ initial multimodal practices; narratives unveiled their funds of knowledge; stories connected image, action, graphics, and sound; built confidence for teacher development while conceptualizing and applying multimodal practices; and raised awareness of the need to contextually and ethically use digital tools in their current and future teaching careers.
The main objective of this study is to explore how pre-service teachers retrospectively describe differences between their prior and current perspectives following participation in a Human Library. This research begins with a review of the literature on the definition and characteristics of Human Libraries and proceeds...
Unai Nabaskues, Álex Ibáñez-Etxeberria, Ursula Luna et al.· The social science· 0 citations
In today’s increasingly digitalised classrooms, technology holds great potential for enhancing young learners' English-speaking skills. This study explores how primary school English teachers integrate digital technology to encourage daily English use among students. Using a qualitative descriptive approach, data were...
Dyan Widya Agustina, Alifa Prima Budiarga· Proceeding of AISOFOLL· 0 citations
This research investigates the lived experiences of English as a Foreign Language (EFL) teachers in intercultural classrooms, with a focus on understanding how they navigate the complexities of cultural diversity and harness its opportunities. The study aimed to document these experiences and derive pedagogical insight...
Ma. Adoracion Josol· Psychology and Education: A...· 0 citations
This study explores pre-service English teachers’ perspectives on three interrelated issues: the role of technology integration in learning, the enduring relevance of the teacher in the digital era, and effective strategies for teaching English to elementary students. Data were collected over a period of six months thr...
Friska Ria Sitorus, Maria Goretti Magdalena Siregar, Darman Pangaribuan et al.· Jurnal Bahasa Indonesia Prim...· 0 citations
The finding shows that teachers adapt digital assessment based on institutional mandates, learning objectives, and students’ characteristics, which reveals that teachers ensure assessment integrity through technological control and foster transparency by providing parents with real-time access to students' progress.
Nurhalimah Siregar, Iin Afriyanti Umar· Jurnal Teknologi Informasi d...· 0 citations
Multisubject teaching requires elementary teachers to navigate multiple disciplinary domains while responding to learner's developmental , linguistic, cultural and contextual needs. The complexity of this responsibility becomes particularly significnt in indigenous communities , where formal curricular expectations in...
Jeodelia Pucdihon· International Journal of Edu...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
