Journal of Research in Science, Mathematics and Technology Education

Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study

Ruiqian Yang 1 * ,
Yiu Chi Lai 1
1 The Education University of Hong Kong* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 2, Issue 1, January 2019, pp. 29-57
OPEN ACCESS VIEWS: 703 DOWNLOADS: 464 Publication date: 15 Jan 2019
ABSTRACT
Nowadays, e-learning is widely adopted in all education sectors, but different teachers utilize different  strategies to teach their students. In the field of teacher education, views on the ways in which e-learning can be used are also varied. It is worth exploring how to implement e-learning in courses and how student teachers can apply the e-learning strategies they learned during their own field experience courses. A better understanding of the current practice will not only help teacher educators and student teachers to u nderstand relevant pedagogical approaches in regard to e-learning, but will also enable student teachers to learn how to use appropriate e -learning strategies in their classes. This study explores the e-learning strategies adopted in teacher education courses for pre-service English teachers in mainland China, with a focus on Chinese fourth-tier cities. A total of 475 student teachers were involved and a mixed-method research approach was adopted. Both qualitative and quantitative  data were collected via questionnaires and interviews. The findings can enhance the current understanding of the  common strategies used in e-learning in English pre-service teacher education courses in Chinese fourth-tier cities. We also give some suggestions for better future e-learning pedagogical approaches.
KEYWORDS
Chinese fourth-tier cities, e-learning, Pre-service teacher education
CITATION (APA)
Yang, R., & Lai, Y. C. (2019). Using e-learning in pre-service English teacher education in Chinese fourth-tier cities: An exploratory study. Journal of Research in Science, Mathematics and Technology Education, 2(1), 29-57. https://doi.org/10.31756/jrsmte.213
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