This paper reports on an implementation of peer-participatory learning technique in reflective teaching practices in a teacher training program. The teaching practices, in addition, were enriched with educational technology engagement through the use of multiple online learning platforms namely Klasiber, Facebook, Google Hangouts, and WizIQ. Two modes of teaching (offline and online teaching practices) were tried out with both peer-teaching and real teaching. Data were collected from pre-test and post-test using an adapted teacher knowledge test, reflective notes, and focus group discussions. Results indicate that although students’ teacher knowledge test score has only a slight increase (2,72%), their understanding on teaching stages, material adaption, classroom management, and awareness of offline and online teaching aspects is noticeably growing. While the use of Klasiber, Facebook, and Google Hangouts were successfully employed throughout the sessions, WizIQ was in total failure due to some technical problems. This study highlights the significance of trials, peer review, feedback, and reflection as urgent components to be employed in teaching practices. In the same sense, motivation, perseverance, and persistence are elements required to succeed in learning.
Ista Maharsi, Universitas Islam Indonesia, Indonesia
Irma Windy Astuti, Universitas Islam Indonesia, Indonesia
Stream: Integrating e-learning in classroom based language teaching
This paper is part of the ACTC2015 Conference Proceedings (View)
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