TY - CHAP
T1 - Examining international telecollaboration in language teacher education
AU - Lawrence, Geoff
AU - Spector-Cohen, Elana
N1 - Publisher Copyright:
© 2018, IGI Global. All rights reserved.
PY - 2018/6/8
Y1 - 2018/6/8
N2 - This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.
AB - This chapter presents findings of case study action research examining the impact of technology-mediated collaboration between teacher-learners in two graduate-level Applied Linguistics Master's programs in Canada and Israel. To date, little research has been conducted on international telecollaborative exchanges in language teacher education programs. This chapter will discuss teacher-learners' perceived benefits and challenges of this international telecollaborative exchange, its impact on beliefs towards the use of technology-mediated tools, and the relevance of these types of collaborations in language teacher education. The authors will highlight individual teacher-learner voices in this study that illustrate how teacher assumptions about authority, experience, and teacher identity evolve on individual pathways and are situated in complex, historically embedded paradigms of teaching and learning experience. The chapter will conclude with insights gained regarding strategies for implementing effective international telecollaborative exchanges in language teacher education programs.
UR - http://www.scopus.com/inward/record.url?scp=85059623288&partnerID=8YFLogxK
U2 - 10.4018/978-1-5225-5463-9.ch018
DO - 10.4018/978-1-5225-5463-9.ch018
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AN - SCOPUS:85059623288
SN - 1522554637
SN - 9781522554639
SP - 322
EP - 345
BT - Cross-Cultural Perspectives on Technology-Enhanced Language Learning
PB - IGI Global
ER -