Discursive Change in Second Language Teachers' Online Interactions: A Microgenetic Analysis

Autor/inn/en	Nazari, Mostafa; Xodabande, Ismail
Titel	Discursive Change in Second Language Teachers' Online Interactions: A Microgenetic Analysis
Quelle	In: Iranian Journal of Language Teaching Research, 9 (2021) 3, S.63-76 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Discourse Analysis; Computer Mediated Communication; Language Teachers; Second Language Learning; Second Language Instruction; Telecommunications; Handheld Devices; Faculty Development; Teacher Attitudes; Teacher Educators; Knowledge Base for Teaching; Sociocultural Patterns; Learning Theories; Teaching Methods; Communities of Practice; Private Schools; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Diskursanalyse; Computerkonferenz; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Soziokulturelle Theorie; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Private school; Privatschule; Ausland
Abstract	Although studying teachers' online interactions has gained momentum in recent years, little is known about interactional development in online communities. The present study addressed this gap by exploring discursive change in second language teachers' interactions in an online professional development (PD) course structured around mobile phone usage. To this aim, the microgenetic analysis approach of sociocultural theory was adopted to track developments in teachers' interactions based on Goodall's (2000) skilled conversation threads. Data analysis revealed 152 skilled conversation exchanges in the online PD. Three themes were dominant among these exchanges and constituted most of the interactions: (1) Direct and indirect uses of mobile phones, (2) challenges and benefits of using mobile phones, and (3) teaching different language skills using mobile phones. Detailed analysis of the exchanges revealed that the teachers gradually changed in their perceptions about using mobile phones as well as the discourse they employed to represent their understandings. The findings are discussed in relation to teacher educators' role in facilitating online PD and the importance of developing a knowledge base that accounts for teachers' online membership. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01