Exploring Teachers' Professional Development through Participation in Virtual Exchange

Autor/inn/en	O'Dowd, Robert; Dooly, Melinda
Titel	Exploring Teachers' Professional Development through Participation in Virtual Exchange
Quelle	In: ReCALL, 34 (2022) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Dowd, Robert) ORCID (Dooly, Melinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344021000215
Schlagwörter	Faculty Development; Computer Simulation; Language Teachers; Second Language Learning; Second Language Instruction; Computer Mediated Communication; Teacher Educators; Teacher Attitudes; Teacher Collaboration; Intercultural Communication; Instructional Innovation; Educational Practices; International Cooperation; Exchange Programs; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehrerkooperation; Interkulturelle Kommunikation; Educational Innovation; Bildungsinnovation; Bildungspraxis; Internationale Kooperation; Internationale Zusammenarbeit; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Ausland; Europa
Abstract	Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers' practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01