ABSTRACT
The wide expansion of digital technologies in higher education and the importance of specialised training in teaching writing as a guarantee of school success, have introduced the need to focus on the online professional development for the teaching of writing. This study aims to evaluate the effects of a web-based training for writing instruction on pre-service teachers’ knowledge and beliefs under two different delivery methods (i.e. online vs. blended). To meet this goal, 90 pre-service teachers formed the blended group, and 73 pre-service teachers formed the online group. Split-Plot Anovas results indicate that the web-based training seems to be a suitable tool for improving the knowledge regardless of the delivery method and making changes in beliefs due to the training modality. Implications for the initial training of pre-service teachers’ in writing instruction are discussed.
Acknowledgments
This work was supported by the Ministerio de Econom?a y Competitividad (Spain) [PSI2015-65009-R].
The authors would like to thank the members of the Learning Disabilities, Psycholinguistic and Information and Communication Technologies (DEAP&NT) research team from Universidad de La Laguna, for their help with tool design.
Disclosure statement
No potential conflict of interest was reported by the author(s).