Interlocutors' Identity Construction and Development through Computer-Mediated Communication.

Autor/in	Meier, Svenja
Titel	Interlocutors' Identity Construction and Development through Computer-Mediated Communication.
Quelle	Ludwigsburg: Pädagogische Hochschule Ludwigsburg (2025), 284 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit Dissertation, Pädagogische Hochschule Ludwigsburg, 2025.
Sprache	englisch
Dokumenttyp	online; Monografie
URN	urn:nbn:de:bsz:lg1-opus4-14386
Schlagwörter	Digitale Medien; Lehrerbildung; Interkulturelle Bildung; Computerunterstützter Unterricht; Kommunikative Kompetenz; Dissertation
Abstract	In the context of teacher education, computer-mediated communication, such as virtual exchange, has become a valuable form of collaboration which encourages intercultural communicative competences and fosters professional identity development among student-teachers. This study explores how student-teachers construct and negotiate their personal, professional and social identities through narrated experiences in virtual exchange settings. By engaging in intercultural dialogue, collaborative activities, and reflective practices, participants develop a sense of self, as foreign language teachers, students, and experts of their culture. These negotiations are shaped by talk-in-interactions with peers from diverse backgrounds. Drawing on Conversation Analysis and Cultural Discourse Analysis, this study examines how student-teachers reveal their emerging identity, how conversations in virtual exchange develop, and how the told narrations affect the relationship. It further investigates the way in which the interlocutors articulate intercultural aspects and how identity is connected to intercultural competences. Findings highlight the identification processes that take place through narrated identity construction by using self-disclosures and self-descriptors, the conversational developments based on story structures to create a common ground that are based on story structures, personal and professional perspectives on intercultural aspects, and the strong connection between a local identity and dwelling that gradually develops. This study contributes to the growing field of digital teacher education and offers implications for integrating virtual exchange into teacher training programs to enhance identity development and professional growth. (übernommen).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2026/4