"WhatsApp" Supported Language Teacher Development: A Case Study in the Zataari Refugee Camp

Autor/inn/en	Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi
Titel	"WhatsApp" Supported Language Teacher Development: A Case Study in the Zataari Refugee Camp
Quelle	In: Education and Information Technologies, 25 (2020) 6, S.5731-5751 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Motteram, Gary) ORCID (Dawson, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10233-0
Schlagwörter	Case Studies; Faculty Development; Emergency Shelters; Computer Software; English (Second Language); Second Language Learning; Second Language Instruction; Barriers; Social Media; Computer Mediated Communication; Instructional Materials; Access to Education; Equal Education; Refugees; Foreign Countries; Language Teachers; Jordan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Notunterkunft; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Medien; Computerkonferenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Flüchtling; Ausland; Language teacher; Sprachunterricht
Abstract	This paper explores the possibilities and challenges of using the social media tool "WhatsApp" to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the "WhatsApp" chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the "WhatsApp" group contributed to the teachers' English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as "WhatsApp" for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01