A Scenario-Based Learning Approach for Enhancing Al-Azhar University-Gaza Student-Teachers’ TEFL Practices in Inclusive Education Classes
DOI:
https://doi.org/10.17507/jltr.1304.06Keywords:
scenario-based learning approach, student-teachers’ TEFL practices, inclusive education classesAbstract
The present study aimed to reveal the role of scenario-based learning (SBL) approach in enhancing elementary stage student- teachers' TEFL practices in inclusive education classes. The researchers followed a quasi-experimental research design and used the SBL approach with a group of 24 elementary stage student-teachers from Al-Azhar University-Gaza who were enrolled in inclusive education for Grades 1_4 course. The experiment was conducted during the second semester of the academic year 2018_2019 and consisted of 8-hr a week of training for 2 weeks. The participants tackled a set of scenarios and related questions delivered to them. Students had to work in groups of three or four to treat the scenarios that focused on the three main TEFL practices of inclusive education classes: organising class environment, organising special needs students and organising teaching evaluation activities. The researchers designed a test for TEFL practices in inclusive education classes and presented it to student-teachers before and after the experiment. The test was divided into two parts. The theoretical part included 30 TEFL practices in inclusive education classes, and each item included five options for students to choose one. The practical part included two classroom situations and invited students to write a scenario for each one. Results indicate that there are some fundamental bases to be considered when using the SBL, which showed a positive effect on enhancing AL-Azhar University-Gaza student-teachers' TEFL practices in inclusive education classes. Moreover, the participants made some suggestions for improving the use of SBL in teaching.
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