Impact of Evidence-Based Instruction on Teachers’ Views of Teaching and their Learning of TEYL-Related Concepts

Abstract

This exploratory practice study attempts to investigate the impact of a newly designed TEYL (Teaching English to Young Learners) course on pre-service teachers’ learning at the Institut Supérieur des Arts et Métiers, Tataouine (ISAMT). The study also examined their views of teaching as they will soon graduate and join the teaching profession. Several types of assessment (formative and summative) were designed to diagnose and assess students’ views of teaching and knowledge of TEYL-related concepts before and after the TEYL course. Findings reveal that while students’ understanding of TEYL concepts has improved, their English language proficiency remains a major obstacle to fully benefitting from the course.