Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning

This paper presents the pre-service teachers’ learning of didactics and language teaching methodologies during their participation in a virtual learning community. Three main concepts were defined: Virtual Learning Communities (VLCs), reflective practice, and learning from a sociocultural perspectiv...

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Bibliographic Details
Main Authors: Herrera Mateus, Catalina, Herrera Varela, Brenda Julieth, García Arjona, John Jairo
Format: Online
Language:spa
Published: Universidad Pedagógica y Tecnológica de Colombia 2022
Subjects:
Online Access:https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/13411
Description
Summary:This paper presents the pre-service teachers’ learning of didactics and language teaching methodologies during their participation in a virtual learning community. Three main concepts were defined: Virtual Learning Communities (VLCs), reflective practice, and learning from a sociocultural perspective. 25 pre-service teachers from a bachelor’s degree in language teaching participated in the VLC. A focus group and the pre-service teacher’s reflection in the VLC were used to collect information. The results show pre- service learned to reflect on and use effective teaching materials; to select, adapt and combine language teaching methodologies, and to criticize themselves, their lessons plan, and their performance in order to improve their teaching practice.