INTEGRATING DIGITAL TECHNOLOGIES IN BRAZILIAN ENGLISH LANGUAGE TEACHER EDUCATION THROUGH BLENDED LEARNING

ABSTRACT: This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.

摘要：本文旨在反思混合式学习（blended learning, BL）模式在职前英语语言教学（Pre-service English Language Teaching, ELT）教育中的数字化技术整合路径。基于此研究目标，本文于巴西一所联邦大学的职前ELT实习课程中，以行动研究形式开展教学干预实践，设计并实施了混合式学习方案。本研究收集的数据包括针对职前英语教师的问卷与访谈，以及实习课程中的课堂观察记录。数据分析结果表明，尽管参与在线环境的程度较低，但混合式学习方案仍能推动职前教师对ELT领域数字化技术整合的批判性反思。此外，研究还发现，职前教师对在线环境教育价值的认知，以及授课教师提供多样化创新学习方案的意愿，或可决定数字化技术整合在混合式学习成果中的成效。本研究最终得出结论：在职前ELT教育中实施混合式学习方案，可为ELT领域数字化技术整合相关的教学决策提供反思空间，助力教师做出审慎的专业教学判断。