Effects of web-based training on pre-service teachers’ knowledge for writing instruction

Effects of web-based training on pre-service teachers’ knowledge for writing instruction

First Author: Rocío Castiñeira Seoane -- Universidad de La Laguna
Additional authors/chairs: 
Nuria Gutiérrez; Juan E. Jiménez
Keywords: Pre-service teachers, Teacher education, Professional Development, Writing Instruction, Web-based training
Abstract / Summary: 

A growing body of researchers is calling for better teacher education courses to improve professional development (PD) in the field of writing (Oliveira et al., 2019; Troia, 2019). At the same time, digitalization & information and communications technology are current topics guiding the future of education, and new delivery methods for preparing preservice teachers (PT) have been raised in universities (Bonk & Graham, 2006).
This study aims to explore the differential effect of the online delivery method compares to the blended delivery method on PT’s knowledge acquisition when the content is held constant.
We created a web-based training (WBT) for writing instruction called Trazo. The WBT is hosted on an online platform (http://trazo.iaas.ull.es/). The content knowledge is offered through twelve interactive video tutorials. Two conditions were developed to take the WBT: blended (N= 90 PT from Universidad de La Laguna) vs. online (N= 73 PT from Universidad de Las Palmas de Gran Canaria). Both groups followed the same schedule, but the main difference between both groups was that the blended group was enrolled in a Language Didactics university course. To compare PT’s knowledge, Split-plot Anova was conducted. The dependent variable consists of the results from the six-knowledge surveys. Two-level independent variables consist of a within-subject factor (i.e., pretest-posttest) and a between-subject factor (i.e., online vs. blended).
Both groups improved in all of the evaluated components after the WBT. Although the blended group demonstrated higher scores before and after the WBT, there were no significant differences between groups, meaning that the modality of training was not significant on pre-service teachers’ knowledge acquisition.
These results support previous research that illustrates the fact that there is no difference between delivery methods in terms of knowledge acquisition in teacher candidates (Kissau, 2015).

Funding: ref. PSI2015-65009-R