Examining Digital Practices of Thai Pre-Service EFL Teachers through Reflective Journals
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Abstract
In teacher education, a generally positive perception has been reported towards the use of technology in teaching. Nonetheless, in practice, pre-service teachers and teachers may actually be unwilling to integrate technology in their classrooms. Given that a positive outlook may be developed based on teachers’ use of technology, the current study aimed to explore digital practices as a means to better prepare Thai pre-service teachers of English. This study employed reflective journals and a focus group interview to collect data. Findings from the reflective journals were utilized to construct guiding questions for the focus group interview. From both the journals and interviews, it became apparent that 24 pre-service teachers’ digital practices were manifested through three interconnected dimensions: information consumption, task completion, and group participation. These dimensions may be useful for teacher educators to consider as a platform to better equip future English teachers with knowledge and skills pertinent for technology use.
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