Integrating Technology and Reflectivity: Enhancing EFL Teacher Training in Vietnam

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Abstract

This research examines the impact of integrating Padlet and reflectivity in an EFL teacher education course on pre-service teachers' (PSTs) perceptions of technological pedagogical content knowledge (TPACK) and their professional development. Data from 14 PSTs at a South Vietnamese public university were analyzed, including reflective journal entries, evolving teaching philosophy statements, an end-of-course survey, and individual interviews. Results show a significant increase (p = .048) in PSTs' TPACK level. Padlet was perceived by PSTs as effective and user-friendly, particularly for facilitating peer feedback and lesson modifications. Reflectivity emerged as a crucial component of the course, enabling PSTs to redefine their understanding of "teaching," reassess their professional roles and responsibilities as EFL teachers, and foster a culture of lifelong learning.

Authors

• Ha Thi Viet Nguyen, Ton Duc Thang University

• Quang Nam Pham, University of South Florida