Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers

Keywords: Teaching innovation, initial teacher education, English language teachers, ICT, mediation, teaching strategies


This paper describes the results of the first cycle of a co-joint research study in methodological innovation in the initial education of pre-service language teachers. The experience consisted of the implementation of several learning strategies mediated by different ICT tools. These strategies were used by three teachers, in three different academic spaces of a B.A. in Spanish and Foreign Languages during the second semester of 2018. The purpose of this implementation was to examine the value of ICT-mediated learning strategies and gaining insights into how to integrate ICTs with a process of pedagogical and methodological innovation. The results of the data analysis, which were collected through a qualitative-quantitative survey, indicate that the integration of strategies mediated by ICTs seems to be essential for methodological and pedagogical innovation because they promote the development of collaborative and cooperative learning, foster autonomy and self-directed learning. Besides, these strategies also provide a range of possibilities for bolstering the development of the capacity of agency pre-service teachers.


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Author Biographies

Luis Jesús Rincón-Ussa, Universidad de La Salle, Colombia

is an associate professor in the education school at La Salle University, Bogotá, Colombia. He holds an M.Ed. in applied linguistics to teaching English and a B.A. in Modern Languages. His research interests are curriculum management and design, innovation in language teachers education and professional development.  Fields of expertise: English teaching and learning methodology, pedagogical practicum supervisor, undergraduate research director, and ICT-mediated language learning.


Yamith Jo´se Fandiño-Parra, Universidad de La Salle, Colombia

holds a B.A. in English Philology from the National University of Colombia and an M.A. in Teaching from De La Salle University. He is also a specialist in virtual learning environments from Virtual Educa Argentina. Currently, he is pursuing his PhD in Education and Society at La Salle University. His research interests range from foreign language learning to teacher education and language policies.

Andrea Margarita Cortés-Ibañez, Universidad de La Salle, Colombia

holds a Bachelor of Spanish, English and French from Universidad de La Salle, Bogotá and a Master Degree in Education from the same University. She was a Spanish Language Assistant from 2012-2013 in Kingston, Jamaica. She has been a language teacher at different universities. Currently, she is a full-time teacher and researcher at Universidad de La Salle leading the International Visibility Committee of the Faculty of Education. Her areas of research and interest are didactics of language teaching mediated by ICT and pedagogical practicum in teacher training.



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How to Cite
Rincón-Ussa, L. J., Fandiño-Parra, Y. J., & Cortés-Ibañez, A. M. (2020). Educational Innovation through ICT-Mediated Teaching Strategies in the Initial Teacher Education of English Language Teachers. GIST – Education and Learning Research Journal, 21, 91-117.
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