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http://dx.doi.org/10.5762/KAIS.2017.18.8.221

Promoting self-efficacy through microteaching in a flipped classroom in US teacher education: focusing on elementary pre-service teacher's ESL teaching for culturally and linguistically diverse English language learners  

Lee, Yong-Jik (ESOL/Bilingual Education, the University of Florida)
Cho, Hyoung-Sook (Dept. of ESOL Education, Seowon University)
Lee, Kyung-Cheol (Dept. of Early Childhood Education, Seojeong University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.18, no.8, 2017 , pp. 221-230 More about this Journal
Abstract
This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.
Keywords
Culturally and Linguistically Diverse (CLD) Students; English Language Learners (ELLs); Flipped Learning; Microteaching; Pre-service Teachers (PSTs); Self-efficacy; Teacher Education;
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