Collaborative Language Learning in Teletandem: A Resource for Pre-Service Teacher Education (Aprendizaje de lenguas colaborativo en Teletándem: un recurso para la educación de profesores en formación inicial)

Autor/in	Salomão, Ana Cristina Biondo
Titel	Collaborative Language Learning in Teletandem: A Resource for Pre-Service Teacher Education (Aprendizaje de lenguas colaborativo en Teletándem: un recurso para la educación de profesores en formación inicial)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 13 (2011) 1, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Qualitative Research; Preservice Teacher Education; Teaching Methods; Reflective Teaching; Cooperative Learning; Second Language Learning; Second Language Instruction; Foreign Countries; Student Teachers; Graduate Students; Applied Linguistics; Teaching Experience; Videoconferencing; Computer Mediated Communication; Supervision; Practicums; Ethnography; Student Attitudes; Discourse Analysis; Program Descriptions; Brazil + Suchen Sie Ihr Suchwort? Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Linguistik; Angewandte Linguistik; Computerkonferenz; Practicum; Praktikum; Praktika; Ethnografie; Schülerverhalten; Diskursanalyse; Brasilien
Abstract	This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project "Teletandem Brazil: foreign language for all". Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01