Fostering TEFL-Specific Digital Competences of English Student Teachers and In-Service Teachers in a Cross-Phase Collaborative Seminar

Authors

DOI:

https://doi.org/10.11576/hlz-6324

Keywords:

community of practice (CoP), teacher education, higher education, English, digitalization, theory-practice relationship

Abstract

Since the publication of the new standards for teacher education in Germany (KMK, 2019) fostering digital competences has become a joint task of lecturers involved in the courses of studies for future teachers. This article presents a project conducted in the context of the COMeIN initiative (Communities of Practice NRW für eine innovative Lehrerbildung [German for: CoP NRW for an innovative teacher education]) at the University of Wuppertal. A seminar concept for fostering TEFL-specific digital competences was developed and evaluated. Findings from the seminar “Technology Assisted EFL Vocabulary Teaching and Learning: From Theory to Practice”, which was conducted during the winter term 2022/2023, are presented. Student teachers and in-service teachers worked collaboratively in CoPs in order to develop digital lexical tasks for EFL classrooms. The student teachers prepared a teacher training session in which they introduced theoretical assumptions and empirical evidence about learning vocabulary with digital media and their implications for teaching. Student teachers and in-service teachers worked together to create teaching materials for students of different grades from primary and secondary schools. The in-service teachers implemented the tasks in their classrooms and provided extensive feedback on the quality of the designed tasks for the student teachers. This study investigates how student teachers and in-service teachers perceive their own digital competences related to teaching vocabulary with digital tools before and after having taken part in this cross-phase collaborative seminar and how they evaluate various aspects of such a seminar concept.

Author Biographies

Paulina Lehmkuhl, Bergische Universität Wuppertal

Paulina Lehmkuhl is doing her PhD in Teaching English as a Foreign Language (TEFL) at the University of Wuppertal (BUW) on digital lexical learning (ALL study). Paulina Lehmkuhl is an active member of the ComeIn project and head of the working group "Lexical Learning with Digital Media" in the "Community of Practice: Foreign Languages". She offers innovative seminar concepts at BUW, bringing together agents from the 1st and 3rd phase of teacher education. She is also an active member of the VR/AR Competence Network at BUW and the Tech-AG at Justus Liebig University Giessen. She publishes in Polish, English and German.

Stefanie Frisch, Bergische Universität Wuppertal

Stefanie Frisch is Professor of Teaching English as a Foreign Language (TEFL) and manager of the PrimA/STEP programme (Student Teachers’ School Placement Abroad) at the University of Wuppertal, Germany. She is a member of the editorial board of the journal Grundschule Englisch [Primary English]. She earned a doctorate from University of Wuppertal, Germany where she specialized in early L2 literacy. Her current research focusses on skills development (speaking, reading, writing; including assessment), technology-enhanced foreign language learning and teaching and bilingual education. Her research is funded by the BMBF (Federal Ministry of Education and Research) and DFG (German Research Association).

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Further information

Published

2023-10-18

How to Cite

Lehmkuhl, P., & Frisch, S. (2023). Fostering TEFL-Specific Digital Competences of English Student Teachers and In-Service Teachers in a Cross-Phase Collaborative Seminar. Challenge Teacher Education, 6(2), 76–96. https://doi.org/10.11576/hlz-6324

Issue

Vol. 6 No. 2 (2023): Phasenübergreifende Zusammenarbeit in der digitalisierungsbezogenen Lehrer*innenbildung gestalten

Section

Themenheft

License

Copyright (c) 2023 Paulina Lehmkuhl, Stefanie Frisch

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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