ICT-based Classroom Instruction Design: Exploring EFL Pre-Service Teachers’ Perception of Project-Based Learning Strategy for Developing Pedagogical Competence

This study focused on examining EFL pre-service teachers’ perception and experience on the implementation of project-based learning strategy to develop pedagogical competence and how EFL pre-service teachers can design ICT-based classroom instruction. An evaluative case study approach was used and six pre-service teachers in higher education level who were taking an English instructional technology course at a private university in Indonesia were involved. The data were collected from semi-structured interviews, fieldnotes, and learners’ diaries. Thematic analysis was used to interpret the data. The findings showed that based on pre-service teachers’ perception and experience, Project-Based Learning strategies are successful in developing their pedagogical competence within the context of English instructional technology, in which EFL pre-service teachers could create English instruction or lesson plan. Moreover, this study suggested that through Project-Based Learning, EFL pre-service teachers could integrate Information and Communication Technology (ICT) in designing ICT-based classroom instruction design. Thus, this study recommends that incorporating ICT into PjBL is effective in improving pre-service teachers’ instruction design.

ICT-based Classroom Instruction Design: Exploring EFL Pre-Service Teachers’ Perception of Project-Based Learning Strategy for Developing Pedagogical Competence Keywords:

Project-Based Learning (PjBL) , EFL Pre-service Teacher , pedagogical competence , ICT-Based Classroom Instruction Design