Frontiers in Educational Research, 2026, 9(8); doi: 10.25236/FER.2026.090805.
Lieqin Wang1, Zhuoyang Li2
1College of Foreign Languages and Literature, Baoji University of Arts and Sciences, Baoji, Shaanxi, China
2School of Foreign Languages, Shaanxi Xueqian Normal University, Xi'an, Shaanxi, China
Traditional pre-service EFL teacher education is often plagued by disconnection between instructional theory and classroom practice. Feynman Learning method emphasizes output-driven learning and requires students to reorganize instructional knowledge, deliver simplified, comprehensible explanations through making and implementing instruction design. This qualitative study collects and analyses simulated classroom observation narratives, semi-structured interviews, and reflective teaching journals as core data sources, and investigates the effectiveness of the Feynman technique in promoting pre-service secondary EFL teacher training in terms of understanding instructional theories, demonstrating teaching performance and improving reflective awareness. This paper further discusses the pedagogical value of Feynman learning method in EFL teacher education and proposes feasible instruction strategies for simulated teaching practice. This study provides an outcome-oriented reference for pre-service EFL teacher training in high education.
Feynman Learning Method; pre-service English teachers training; qualitative inquiry; simulated teaching; pedagogical reflection
Lieqin Wang, Zhuoyang Li. Application of Feynman Learning Method in Cultivating Pre-service Secondary EFL Teachers in High Education. Frontiers in Educational Research (2026), Vol. 9, Issue 8: 35-42. https://doi.org/10.25236/FER.2026.090805.
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