Elevator pitch as project-based learning for developing Taiwanese EFL pre-service teachers' technological pedagogical content knowledge in pronunciation
by Chin-Wen Chien
International Journal of Innovation in Education (IJIIE), Vol. 8, No. 2/3/4, 2023

Abstract: Based on the conceptual framework on project-based learning (PBL), this study used the final projects, questionnaires, and self- and peer-evaluations to explore the influence of the elevator pitch as PBL on 34 Taiwanese EFL pre-service teachers' technological pedagogical content knowledge (TPCK) in pronunciation instruction. The study made the following principal findings. First, participants held a positive attitude toward the elevator pitch as PBL, particularly in authentic and active exploration. Secondly, not all pre-service teachers could fully demonstrate TPCK in their elevator speech as PBL due to their superficial content, pedagogical, and technological knowledge in pronunciation instruction. Suggestions were proposed in order to employ the elevator speech as PBL for developing pre-service teachers' TPCK.

Online publication date: Fri, 19-Jan-2024

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Innovation in Education (IJIIE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com