Večplastno področje virtualnih izmenjav v izobraževanju učiteljev: pregled literature
Povzetek
Virtualne izmenjave lahko obravnavamo kot močno orodje za spodbujanje digitalno-pedagoških, medkulturnih in tujejezikovnih kompetenc v izobraževanju učiteljev. Od pandemije covida-19 leta 2020 so virtualne izmenjave v izobraževanju učiteljev deležne vse večje pozornosti v raziskavah in praksi. Kljub naraščajočemu številu publikacij ter različnim področjem in temam, ki jih zajemajo raziskave in poročila, se le malo publikacij ukvarja s povezovanjem in sistematizacijo diskurza o virtualnih izmenjavah v obdobju 2020–2023. Namen tega prispevka je ponuditi celovit pregled uporabe virtualnih izmenjav v izobraževanju učiteljev, in sicer s pristopom študije obsega in pregledom raziskovalnih člankov, objavljenih v tem obdobju. Naše ugotovitve zajemajo načrtovanje, izvajanje in vrednotenje virtualnih izmenjav ter nekatera osrednja priporočila za izboljšanje izvajanja virtualnih izmenjav v izobraževanju učiteljev, kot so navedena v raziskovalnih člankih. Virtualne izmenjave v izobraževanju učiteljev so večplastno področje, saj imajo več ciljev, uporab in učinkov, ki so v veliki meri odvisni od (večinoma prostovoljnega) dela izobraževalcev učiteljev, institucionalnega okvira, v katerem izmenjave potekajo, in motivacije študentov, bodočih učiteljev, za sodelovanje. Za prihodnost virtualnih izmenjav v izobraževanju učiteljev bi bilo koristno, če bi se jih razširilo še na druga področja zunaj izobraževanja učiteljev tujih jezikov in združilo manjše študije z obsežnimi, da bi bolje informirale raziskave in prakso.
Prenosi
Literatura
Research Papers Included for Literature Review
Bartsch, S., Kittirath, P., Müller, H., & Youyabouth, C. (2021). Inquiry-based learning and digital storytelling in virtual exchange: an approach for reflecting on food consumption in the Global South and Global North. Journal of Virtual Exchange, 4 (SI-IVEC2020), 47–69. https://doi.org/10.21827/jve.4.37152
Bilki, Z., Satar, M., & Sak, M. (2023). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL, 35(1), 58–73. https://doi.org/10.1017/S095834402200009X
Dietrich, S. E. (2022). Unexpected affordances of virtual exchange as teacher education: learning about, with, and from students in a conflict country. Journal of Virtual Exchange, 5(SI-IVEC2021), 24–41. https://doi.org/10.21827/jve.5.38345
Dooly, M., & Sadler, R. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4–24. https://doi.org/10.1017/S0958344019000107
Drixler, N. (2022). Features of Online second language interactional competence in a German-Israeli Virtual exchange. TESOL in Context, 30(2), 65–95. https://doi.org/10.21153/tesol2022vol30no2art1568
Eren, Ö. (2023a). Negotiating pre-service EFL teachers’ identity orientations through telecollaboration. Innovation in Language Learning & Teaching, 17(2), 469–484. https://doi.org/10.1080/17501229.2022.2085280
Eren, Ö. (2023b). Raising critical cultural awareness through telecollaboration: insights for preservice teacher education. Computer Assisted Language Learning, 36(3), 288–311. https://doi.org/10.1080/09588221.2021.1916538
Fuchs, C., Snyder, B., & Tung, B. (2022). The value of mediation for task design and implementation in a US-China virtual exchange. Journal of Virtual Exchange, 5 (SI-IVEC2021), 1–23. https://doi.org/10.21827/jve.5.38197
Garcia-Esteban, S. (2020). Telecollaboration for Civic Competence and SDG Development in FL Teacher Education. European Journal of Education (EJE), 3(2), 129–141.
Garcia-Esteban, S., Villarreal, I., & Bueno-Alastuey, M. C. (2021). The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments, 29(6), 973–986. https://doi.org/10.1080/10494820.2019.1614960
Gleason, B., & Jaramillo Cherrez, N. (2021). Design thinking approach to global collaboration and empowered learning: virtual exchange as innovation in a teacher education course. TechTrends: Linking Research & Practice to Improve Learning, 65(3), 348–358. https://doi.org/10.1007/s11528-020-00573-6
Hassan, X., Eardley, A., & Combe, C. (2021). Internationalisation at home through virtual exchange: An encounter between distance language learners and trainee language teachers. In N. Zoghlami, C. Brudermann, C. Sarré, M., Grosbois, L. Bradley, & S. Thouësny (Eds.), CALL and professionalisation: short papers from EUROCALL 2021 (pp. 112–118). Research-publishing.net. https://research-publishing.net/publication/978-2-490057-97-9.pdf
Hauck, M., Müller-Hartmann, A., Rienties, B., & Rogaten, J. (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI), 5–35. https://doi.org/10.21827/jve.3.36082
Hilliker, S. M. (2020). Virtual exchange as a study abroad alternative to foster language and culture exchange in TESOL teacher education. The Electronic Journal of English as a Second Language, 23.
Hilliker, S. M., Lenkaitis, C. A., & Ramirez, A. (2021). expanding teacher candidate linguistic knowledge: Analysing Recorded virtual exchange sessions. The EUROCALL Review, 29(1), 19–26.
Hilliker, S. M., & Loranc, B. (2022). Development of 21st century skills through virtual exchange. Teaching & Teacher Education, 112. https://doi.org/10.1016/j.tate.2022.103646
Hilliker, S. M., & Yol, O. (2022). Virtual Exchange in Teacher Education: Focus on L2 Writing. ELT Journal, 76(1), 11–19.
Jaramillo Cherrez, N., & Gleason, B. (2022). A virtual exchange experience: Preparing pre-service teachers for cultural diversity. Journal of Digital Learning in Teacher Education, 38(3), 126–138. https://doi.org/10.1080/21532974.2022.2083732
Jørgensen, M., Mason, A., Pedersen, R., & Harrison, R. (2022). The transformative learning potential in the hybrid space between technology and intercultural encounters. Journal of Studies in International Education, 26(3), 318–333. https://doi.org/10.1177/1028315320976030
Kopish, M., & Marques, W. (2020). Leveraging technology to promote global citizenship in teacher education in the United States and Brazil. Research in Social Sciences and Technology, 5(1), 45–69.
Lenkaitis, C. A. (2020a). Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection. Journal of Virtual Exchange, 3, 39–58. https://doi.org/10.21827/jve.3.35750
Lenkaitis, C. A. (2020b). Teacher candidate reflection: Benefits of using a synchronous computermediated communication-based virtual exchange. Teaching & Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103041
Lenkaitis, C. A., Hilliker, S. M., & Roumeliotis, K. (2020). teacher candidate reflection and development through virtual exchange. IAFOR Journal of Education, 8(2), 125–139.
Madden, O. N. (2022). Fostering foreign language student teachers’ “glocal” competence through telecollaboration. Australian Journal of Applied Linguistics, 5(3), 1–21.
Orsini-Jones, M., Cerveró Carrascosa, A., & Zou, B. (2020). The trouble with telecollaboration in BMELTET. Research-publishing.net.
Pu, C., & Weng, S. (2023). Developing teacher candidates’ global teaching competence through virtual exchange. Asia-Pacific Journal of Teacher Education, 1–22. https://doi.org/10.1080/1359866X.2023.2235304
Rauschert, P., & Cardetti, F. (2022). Fostering democratic competences in learners: An interdisciplinary international experience. Iranian Journal of Language Teaching Research, 10(3), 29–41.
Rets, I., Rienties, B., & Lewis, T. (2023). Transforming pre-service teacher education through virtual exchange: a mixed-methods analysis of perceived TPACK development. Interactive Learning Environments, 31(3), 1229–1241. https://doi.org/10.1080/10494820.2020.1826983
Rienties, B., Lewis, T., O’Dowd, R., Rets, I., & Rogaten, J. (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3), 577–603. https://doi.org/10.1080/09588221.2020.1737546
Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 34(3), 379–407. https://doi.org/10.1080/09588221.2020.1871028
Symeonidis, V., & Impedovo, M. A. (2023). Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers. European Journal of Teacher Education, 46(5), 821–839. https://doi.org/10.1080/02619768.2023.2243644
Üzüm, B., Akayoglu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162–177. https://doi.org/10.1017/S0958344019000235
Üzüm, B., Yazan, B., Akayoglu, S., & Mary, L. (2022). Pre-service teachers’ translingual negotiation strategies at work: Telecollaboration between France, Turkey, and the USA. Language and Intercultural Communication, 22(1), 50–67. https://doi.org/10.1080/14708477.2021.1981360
Üzüm, B., Yazan, B., Mary, L., & Akayoglu, S. (2022). Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction. Language Learning Journal, 1–17. https://doi.org/10.1080/09571736.2022.2080857
Viáfara González, J. J. (2020). Prospective English teachers re-examining language ideologies in telecollaboration#. Computer Assisted Language Learning, 33(7), 732–754. https://doi.org/10.1080/09588221.2019.1590419
Wach, A., de Zhang, & Nichols-Besel, K. (2022). Grammar instruction through multinational telecollaboration for pre-service teachers. ReCALL, 34(1), 4–20. https://doi.org/10.1017/S0958344021000112
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Yang, S. J. (2020b). Perceived benefits of using telecollaboration for pre-service English teachers. English Teaching, 75(3), 109–131.
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