Interactive learning for professional development of bilingual education by a blended instructional approach

Abstract

ABSTRACT The aim of this study was to implement an approach of blended instruction for in-service bilingual teacher-training program to investigate its feasibility based on the perceptions of the participants regarding their familiarity with bilingual education and their satisfaction with the integration of technological tools used in the blended instruction. The framework of this study focused on three characteristics of blended instruction including clear establishment and progress toward curriculum design and objectives, creating an interactive learning environment and enhancing effective interaction among participants, instructors and content by providing a variety of individual and collaborative learning activities planned by the instructors or supported by technological tools. In addition, a mentor system with a tutor and an assistant was offered for giving instructors and participants instructional and technical support during the learning process. The participants’ positive responses confirmed the effectiveness of the training program in that participants become familiar with the integration of subject knowledge and language instruction into bilingual education and can make use of technological tools in the blended instruction to facilitate their learning and the completion of the assigned tasks. A blended instruction of the online programs for training in-service teachers in bilingual education was proposed and discussed.