Abstract

Learning By Teaching (LBT) programs for pre-service teachers in two different environments (technological and face-to-face) were compared using 100 pre-service teachers as subjects. Both programs were based on the IMPROVE instructional method which provides explicit metacognitive steps for LBT with a dual perspective (2P): that of the teacher and that of the learner. The dependent variables Knowledge of Cognition (KC) in learning and in teaching were tested for their immediate and long-term effects in a Technology-Based System group (TBS+2P), and in a Face-to-Face group (F2F+2P). Post-test results of KC have indicated that the TBS+2P group had shown a higher level of conditional and procedural knowledge of teaching. The TBS+2P group has also performed better in measures of long-term effects of declarative knowledge in teaching. Both theoretical and practical implications of this study are discussed.

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