Abstract
Facilitating student engagement in online discussions through self-organisation
Highlights
As a teacher educator at a university in North Macedonia – a small, developing European country – I provide initial teacher training to pre-service teachers (PSTs) of English as a foreign language
Student passivity has always been an issue in my teacher education classroom, with only a few PSTs regularly taking part in the course discussions and projects
This was coupled with most PSTs choosing not to turn their video camera on, which took away the little body language that
Summary
As a teacher educator at a university in North Macedonia – a small, developing European country – I provide initial teacher training to pre-service teachers (PSTs) of English as a foreign language. This involves observing and discussing, in small groups, lessons delivered by the PSTs in actual school contexts. Student passivity has always been an issue in my teacher education classroom, with only a few (out of 10-15) PSTs regularly taking part in the course discussions and projects. This is despite course participation directly feeding into their course mark. I felt I needed to take action to help my PSTs engage
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