TTC for TEYL: From Assumed Competence to Observed Performance

The present study aimed to educate a group of young teachers through a TTC for TEYL while evaluating their assumed competence and observed performance. Fifteen student teachers participated in a 5-session online course and maintained their involvement through offline group discussions between weekly sessions. After the course, they were given a 25-item questionnaire to express their subjective assessment in regard with the effect of the TTC on their teaching competence, and were also required to develop multimedia TEYL materials reflecting their actual grasp of the presented content. A chi square test showed that the answers given to 11 items of the questionnaire across five dimensions of TEYL namely motivation, mediation, maturation, manipulation and modulation produced significant coefficient reflecting the teachers' perception of their abilities. In addition, two independent raters scored their performance on the task. The assumed competence and the observed performance were quantified and analyzed in a linear regression model to see if the former can predict the latter. Moreover, the individual and collective reactions of the student teachers both to the contents of the online course and issues raised in the offline discussions were examined via educational discourse analysis. The findings set the ground for designing and assessing future TTC courses in TEYL.