ONLINE EDUCATION AND VIDEO TRAINING IN THE TRAINING FOR FOREIGN LANGUAGE TEACHERS
ONLINE EDUCATION AND VIDEO TRAINING IN THE TRAINING FOR FOREIGN LANGUAGE TEACHERS

Summary/Abstract: Use of online forums and video in education training are currently in increase and in conjunction with the face-to-face teaching may represent an effective model of education. The paper compared education of two groups of teachers of foreign languages to young children through innovative method of narrative format The Magic Teacher (cf. Taeschner, 2005). The first group (n=48) completed an 18-hour training without additional online support and without video training. The second group (n=24) completed the same training enriched with video analysis and long-term on-line support. Length of the course of the second group was extended to 26 hours and divided into two weekend meetings. 4 months delay between the meetings was introduced, during which the participants used for efficient training through professional video analysis and their own teaching performances. They recorded their teaching performances and subsequently brought the records to the second meeting for a peer analysis. The paper observed differences between subsequent successful application of knowledge from training in practice of working with children and the use of online forums to increase professional vision of lecturers. Direct relationship was found between the active use of online forums and identification with the method as well as its subsequent effective implementation in practice. The actual participants evaluated video recordings as very stimulating and necessary, but also added that it had been difficult to create a recording as it often had happened that parents had not agreed with recording, or they had had other technical issues. The online work is suitable only for a part of the lecturers and some prefer email communication. The study is a part of project VEGA 1/0562/13 Socio-psychological competences in pre-gradual teacher training and early teaching career.

• Details
• Contents