ICTs, ESPs and ZPD through microlessons in teacher education
IdentifiersPermanent link (URI): http://hdl.handle.net/10017/57978
Pareja-Lora, A., Calle-Martínez, C. & Rodríguez-Arancón, P. (Eds). New perspectives on teaching and working with languages in the digital era. Dublin: Research-Publishing, 2016, p. 105-113
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
This paper presents the initial results of the use of dialogic interaction enhanced by the use of technology in teaching English in different settings and subjects of teacher education. Technology is used in three different ways: as a support (video) for analysis through teacher-instructor interaction, as a means of social interaction and use of language for education between teacher and students (use of the computer for instruction), and as the creation of own designed materials for language training (through the use of technology). Data is obtained from video-recordings related to teaching and learning English as a foreign language by three different teachers in three subjects from Primary and Infant Education at Universidad de Alcalá. Results indicate that microteaching is not only valid as a training method but also to introduce new content and concepts that have not been previously introduced in the classes. The interaction in the Zone of Proximal Development (ZPD) between the teacher-instructor and the teacher-students also proves to have a powerful effect in motivation, teaching improvement and language for education skills development through self-reflection.