ABSTRACT

A blended approach has emerged as an important instructional method for teacher preparation programs that have provided opportunities for student teachers to understand and experience English language learners (ELLs). By using a case study approach, this paper examined three American student teachers’ perceptions of and experiences with ELLs, and their participation in a blended course. This study analyzed their online discussions, online written journals, and interviews before and during their field experiences. The results showed that the student teachers understood ELLs mainly through online discussions and field experiences. They developed their knowledge and skills related to teaching ELLs by discussing them with their cohorts and an instructor, connecting the online discussions to their field experiences, and interacting with their co-teachers. The results implied that student teachers participated assertively in online discussions when they had their own classes, perceived teachers’ presence, and used their own community of practice.

KEYWORD

영어학습자, 블렌디드 학습, 예비교사

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