Abstract
AbstractThis 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.
Highlights
Telecollaboration and flipped classrooms in teacher education The importance of innovation and research into initial teacher education is not a new topic in academic circles
The pedagogical design of the FIT proposal integrates these notions of dialogic learning, supported through the carefully orchestrated organization of “dialogic spaces”, both in class and online, to generate what has been called the “microgenesis of learning” (Antoniadou, 2011a, 2011b; Saada-Robert & Balslev, 2004); that is to say, a diachronic, socially situated learning process that is articulated through context, participants, artifacts, and the participants’ shared understanding of the meaning(s) that are intersubjectively constituted through all of these features
Summary of findings Little (2000) argues that teacher autonomy – and a willingness to instill learner autonomy in their own students – cannot be developed if the teachers themselves have not experienced how to be autonomous as learners: The development of learner autonomy depends on the development of teacher autonomy
Summary
Telecollaboration and flipped classrooms in teacher education The importance of innovation and research into initial teacher education is not a new topic in academic circles. The pedagogical design of the FIT proposal integrates these notions of dialogic learning, supported through the carefully orchestrated organization of “dialogic spaces”, both in class and online, to generate what has been called the “microgenesis of learning” (Antoniadou, 2011a, 2011b; Saada-Robert & Balslev, 2004); that is to say, a diachronic, socially situated learning process that is articulated through context (in class, online), participants (class and telecollaborative students and teachers), artifacts (in-class and flipped materials, output produced online and in class), and the participants’ shared understanding of the meaning(s) that are intersubjectively constituted through all of these features. The underlying purpose of the discussions and collaborative activities concerning the flipped materials, conducted both in class and online (and, arguably, with “self”), aim to promote “transformative reflection”, as defined by Naidoo and Kirch (2016); that is, “a form of active learning in which individuals work collectively to pose problems that emerge in their experience from acting in the world” (p. 379)
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