Akademik Veri Yönetim Sistemi
Congress on Dynamic Approaches in Foreign Language Education (DAFLE), Bolu, Türkiye, 1 - 03 Ekim 2025, (Özet Bildiri)
The changing face of education calls for teacher preparation programs to arm preserviceteachers with new teaching approaches. This research answers the importance of examining theintegration of multimodal learning strategies in teacher education. It examines the effect ofexplicitly integrating the principles and activities of multimodal design on preservice teachers’pedagogical content knowledge (PCK) in a given domain (e.g., science education). With amixed-methods approach, the research had a semester-long intervention for preservice teachers.Quantitative data was collected based on pre- and post-intervention PCK assessments, whilequalitative data was collected through reflective journals and analysis of multimodal learningartifacts developed by the participants. Initial results suggest a strong positive correlationbetween multimodal learning engagement and the growth of specific elements in PCK,particularly in representing and adapting content for diverse learner types. Preservice teachershave indicated an increased level of confidence in designing and implementing the multimodallessons. This work outlines the potential of multimodal learning as an effective means toprepare preservice teachers to meet the demands of the current classroom environment.