A Task Is a Task Is a Task Is a Task... Or Is It? Researching Telecollaborative Teacher Competence Development--The Need for More Qualitative Research [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).

Autor/in	Müller-Hartmann, Andreas
Titel	A Task Is a Task Is a Task Is a Task... Or Is It? Researching Telecollaborative Teacher Competence Development--The Need for More Qualitative Research [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).
Quelle	(2016), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Intercultural Programs; Intercultural Communication; Preservice Teachers; Task Analysis; Second Language Instruction; Masters Programs; English (Second Language); Student Teachers; Communicative Competence (Languages); Questionnaires; Self Efficacy; Interaction; Student Exchange Programs; International Educational Exchange; Student Teacher Attitudes; Foreign Countries; Mixed Methods Research; Germany; Poland + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Aufgabenanalyse; Fremdsprachenunterricht; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fragebogen; Self-efficacy; Selbstwirksamkeit; Interaktion; Schüleraustausch; Internationaler Austausch; Ausland; Deutschland; Polen
Abstract	The concept of task has become central not only to an understanding of language learning per se, but also to the design and research of Online Intercultural Exchanges (OIEs). While research on the design of tasks in OIEs has been very productive, we still lack insights into how teachers develop competences in task design on the micro-level. Consequently, this contribution looks at how OIEs allow pre-service teachers to develop such competences when designing telecollaborative task sequences for their future learners. Findings show that the most promising research approach to tackle this question at the interface between telecollaboration, Task-Based Language Teaching (TBLT), and teacher education is a stronger reliance on qualitative research because it helps understand what pre-service teachers do when developing such competences. [For the complete volume, see ED571330.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01