Virtual Learning Communities: A Contribution to the Pre-Service Teachers’ Learning
- Catalina Herrera Mateus
, - Brenda Julieth Herrera Varela,
- John Jairo García Arjona
Abstract
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.
Keywords
Learning, reflective practice, virtual learning communities
Author Biography
Catalina Herrera Mateus
Magister in Education, Academic Coordinator, Corporación Universitaria Minuto de Dios
Brenda Julieth Herrera Varela
Bachelor Degree in Language Teaching, Academic Coordinator, Passport Language Center
John Jairo García Arjona
Bachelor Degree in Language teaching, Language teacher, Corporación Universitaria Minuto de
Dios
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