Virtual Exchange in Teacher Education: Is There an Impact in Teacher Practice?

Autor/in	Dooly, Melinda
Titel	Virtual Exchange in Teacher Education: Is There an Impact in Teacher Practice?
Quelle	(2020), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dooly, Melinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education Programs; Exchange Programs; Computer Simulation; Course Descriptions; Second Language Learning; Second Language Instruction; Teaching Methods; Elementary Secondary Education; Institutional Cooperation; Universities; Program Descriptions; Online Courses; Teacher Educators; International Cooperation; Educational Cooperation; Graduates; French; Spanish; Language Teachers; Foreign Countries; Surveys; Computer Mediated Communication; Outcomes of Education; Spain (Barcelona); Illinois (Urbana) + Suchen Sie Ihr Suchwort? Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Computergrafik; Computersimulation; Kursstrukturplan; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Institute; Co-operation; Cooperation; Institut; Kooperation; University; Universität; Online course; Online-Kurs; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Internationale Kooperation; Internationale Zusammenarbeit; cooperation; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Französisch; Spanisch; Language teacher; Sprachunterricht; Ausland; Survey; Umfrage; Befragung; Computerkonferenz; Lernleistung; Schulerfolg
Abstract	This text presents the results of surveys and interviews of Former Students (FSs) who have taken part in a teacher education course that began in 2004 (still on-going) and that includes Virtual Exchange (VE). The study aimed to look at the impact of two teacher education courses, imparted collaboratively between geographically-distanced universities for over a decade. The course design aims to introduce VE, both theoretically and empirically, as an approach to foreign language teaching in primary and secondary schools. The data are drawn from an online survey as well as in-depth interviews with FSs enrolled in the course between 2004 and 2015. The findings indicate that a significantly high percentage of the FSs who had been exposed to VE had been involved in or intended to implement VE in their own teaching and that the course had provided them with the knowledge and confidence to do so. [For the complete volume, see ED609298.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01