Fostering Pre-Service Primary Teachers’ Capacity to Employ an Interactive Learning Tool

Nurgul Alpysbayeva; Gulnar Zholtaeva; Gulnar Tazhinova; Gulnara Syrlybayeva; Raushan Assylova

doi:10.48161/qaj.v5n1a1530

Authors

Nurgul Alpysbayeva Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;
Gulnar Zholtaeva Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;
Gulnar Tazhinova Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;
, Gulnara Syrlybayeva Faculty of Humanities, Department of Kazakh Language and Literature, Zhetysu University, Taldykorgan 040009, Kazakhstan.
Raushan Assylova Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

DOI:

https://doi.org/10.48161/qaj.v5n1a1530

Abstract

This investigation examined the efficacy of a researcher-designed course intended to bolster primary student-teachers’ capabilities in leveraging interactive learning through a smart voice device Alisa, the ubiquitous physical device popular among Russian-speaking demographics. An embedded mixed design was adopted, integrating qualitative explorations within a predominantly quantitative framework. Over ten weeks, 37 pre-service elementary teachers engaged in a program structured around interactive learning principles, Alisa classroom implementation, and microteaching sessions. Eventually, the teachers-in-training demonstrated notable advancement in crafting interactive, technology-enriched lesson plans. Furthermore, there was a step up in their teaching self-efficacy, with participants expressing increased confidence in harnessing the smart speaker. Semi-structured interviews revealed three primary deterrents encountered during the intervention: troubleshooting technical expectancies, puzzling over effectively embodying Alisa into relevant activities, and the considerable time investment required for planning interactive lessons with the voice-controlled assistants. By evaluating the potential pros and cons of integrating smart speakers into education, this study sets the stage for future inquiries. The findings foreground the potential of incorporating natural conversation assistants into primary teacher education programs while also pointing to the necessity of addressing the hurdles identified herein.

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Author Biographies

Nurgul Alpysbayeva , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Department of Teaching Methods and Education

Gulnar Zholtaeva , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Department of Teaching Methods and Education

Gulnar Tazhinova , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Department of Teaching Methods and Education

, Gulnara Syrlybayeva , Faculty of Humanities, Department of Kazakh Language and Literature, Zhetysu University, Taldykorgan 040009, Kazakhstan.

Department of Kazakh Language and Literature

Raushan Assylova, Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Department of Teaching Methods and Education

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Fostering Pre-Service Primary Teachers’ Capacity to Employ an Interactive Learning Tool

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Author Biographies

Nurgul Alpysbayeva , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Gulnar Zholtaeva , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

Gulnar Tazhinova , Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

, Gulnara Syrlybayeva , Faculty of Humanities, Department of Kazakh Language and Literature, Zhetysu University, Taldykorgan 040009, Kazakhstan.

Raushan Assylova, Faculty of Pedagogy and Psychology, Department of Teaching Methods and Education, Zhetysu University, Taldykorgan 040009, Kazakhstan;

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