Page 77 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Stališča in izkušnje bodočih pedagoških delavcev o virtualnih izmenjavah

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service teachers. Language Learning & Technology, 24(3), 30–41.

Perceptions and Experiences of Pre-Service Teachers Regarding
Virtual Exchanges in English Language Learning in Kindergarten
and Primary Education
Virtual Exchange (VE) is a pedagogical approach that enables geographically
distant learners to communicate via digital technologies. While research high-
lights its potential to enhance linguistic, social, digital, and intercultural com-
petences, its use with young learners remains limited. This study examines the
perceptions and experiences of 98 pre-service preschool and primary teach-
ers regarding VE integration in early education. Conducted within an inter-
national project involving Germany, Poland, Slovenia, and Spain, the study
employed a questionnaire combining quantitative methods with qualitative
analysis of open responses. Results show that participants had minimal prior
engagement with VE and few training opportunities. Nonetheless, they ex-
pressed positive attitudes towards its use, particularly in fostering cultural
awareness and authentic communication. Reported challenges included lim-
ited language proficiency among young learners and difficulties in coordi-
nating schedules with partners. Participants rated their VE competences as
moderate, with partner-finding skills being the weakest. The findings high-
light the importance of systematically integrating VE into teacher education
curricula.
Keywords: foreign language instruction, initial teacher education, primary ed-
ucation, virtual exchange

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