"If you don't improve, what's the point?" Investigating the impact of a "flipped" online exchange in teacher education
Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
Sadler, Randall (University of Illinois at Urbana-Champaign)

Fecha:	2020
Resumen:	This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or "FIT") were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.
Ayudas:	Agència de Gestió d'Ajuts Universitaris i de Recerca 2015/ARMIF-00010
Nota:	Altres ajuts: this study has been supported through two projects: Preparing Future English Teachers With Digital Teaching Competences and the Know-How for Application to Practice: A Collaborative Task Between University Teachers, School Tutors and Pre-Service Teachers (2015 ARMIF 00010; Agència de Gestio d'Ajuts Universitaris i de Recerca, Generalitat de Catalunya) and Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE), an Erasmus Key Action 3 project (578013-EPP-1-2016-1-ES-EPPKA3-PI-POLICY, 2016-2019). The authors would like to thank the reviewers and editors for their insightful comments, which have helped to greatly improve the original text
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Telecollaboration ; Virtual exchange ; Learner autonomy ; Dialogic learning ; Teacher education
Publicado en:	ReCALL, Vol. 32 Núm. 1 (January 2020) , p. 4-24

DOI: 10.1017/S0958344019000107

21 p, 1.1 MB

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