ORCID

0000-0002-0115-922X

Keywords

Online Teacher Education, Action Research, Feedback Perception Engagement & Application, Digital Learning, Teaching English Learners, Pre-Service & In-Service Professional Development

Abstract

Teachers should prioritize continuous professional development through shared experiences and reflective teaching to remain competitive in the global education system and become better teachers to assist language learners in achieving their goals (Vadivel et al., 2021). Professional development courses are crucial for enhancing teaching skills; however, there is a concern that such initiatives seem ineffective in promoting change in teaching practices (Darling-Hammond et al., 2017; Gore et al., 2017). Implementing effective instructional approaches in teacher education courses, such as feedback and reflection, is crucial for aspiring teachers to enhance their knowledge and professional growth (Darling-Hammond et al., 2017; Pharis et al., 2019). Instructor feedback is considered the most effective way to improve students’ comprehension of the course material (Brookhart, 2017; Kamberi, 2013).

Teacher education programs prepare in-service and novice teacher candidates (TCs) for various classroom settings. Although a virtual learning environment presents unique challenges for distance learners, TCs enrolled in online courses struggle academically due to a lack of feedback, particularly when working on research-based projects (Ching & Hsu, 2013; Jensen et al., 2021; Musingafi et al., 2015). To understand how instructor feedback makes a difference, a Qualitative Action Research approach was employed to learn more about participants' perceptions, engagement, and application of the instructor's feedback on EL teaching strategies. The results revealed that constructive and personalized feedback positively impacted teacher candidates' understanding and application of EL instructional tools and strategies. This research study emphasizes the need to incorporate sophisticated instructional techniques in online teacher education courses to foster professional development and assist aspiring teachers in developing their EL teaching skills.

Completion Date

2025

Semester

Spring

Committee Chair

Regalla, Michele

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Teacher Education

Identifier

DP0029332

Document Type

Dissertation/Thesis

Campus Location

Orlando (Main) Campus

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