Araştırma Makalesi
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Reflection-in-Action Practices of Pre-service Language Teachers in a Trilateral Virtual Exchange Setting

Yıl 2023, Sayı: 59, 227 - 242, 05.09.2023
https://doi.org/10.9779/pauefd.1247379

Öz

Virtual Exchange projects in initial teacher education provide various professional development opportunities for the pre-service teachers. This study explores the reflection-in-action practices of the pre-service teachers in transnational teams while creating collaborative lesson plans in a trilateral Virtual Exchange project. By exclusively focusing on the screen-recordings of the video-mediated interactions of the pre-service teachers using multimodal Conversation Analysis as the research methodology, we display how the pre-service teachers engage in reflection-in-action over a pedagogical tool (Moodle) provided in the Virtual Exchange Project. We then show how they also use the interactional space afforded by reflection-in-action as a source for proposing a pedagogical design idea for their own collaborative lesson plans in situ. In doing so, the pre-service teachers benefit from the reflective environment provided by the Virtual Exchange to reach collaborative pedagogical decisions as a surface manifestation of their professional development and experiential teacher learning opportunities in-and-through video-mediated interactions.

Teşekkür

This study is based on the first author’s PhD thesis at the Institute of Educational Sciences, Hacettepe University.

Kaynakça

  • Abe, M. (2019). L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing. Computer Assisted Language Learning, 1-25. https://doi.org/10.1080/09588221.2019.1614070
  • Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73. https://doi.org/10.1016/j.system.2016.12.007
  • Angelova, M. & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185. https://doi.org/10.1080/09588221.2014.907320
  • Balaman, U. (2023). Conversation Analytic Language Teacher Education in Digital Spaces. Palgrave Macmillan.
  • Balaman, U. & Sert, O. (2017). The coordination of online L2 interaction and orien- tations to task interface for epistemic progression. Journal of Pragmatics, 115, 115–129. https://doi.org/10.1016/j.pragma.2017.01.015
  • Badem-Korkmaz, F., Ekin, S. & Balaman, U. (2022). Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction.Classroom Discourse, 1–19. https://doi.org/10.1080/19463014.2021.2020144
  • Can-Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Journal of Pragmatics, 142, 16–30. https://doi.org/10.1016/j.pragma.2018.12.023
  • Chen, J. J. & Yang, S. C. (2016) Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262-288. https://doi.org/10.1080/09588221.2014.937441
  • Dooly, M. (2013). Promoting competency-based language teaching through project-based language learning. In M. Pérez Cañado (Ed.), Competency-based language teaching in higher education (pp. 77– 91). Springer.
  • Dooly, M. & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4 - 29. https://doi.org/10.1017/S0958344012000237
  • Eren, Ö. (2021). Raising critical cultural awareness through telecollaboration: Insights for pre-service teacher education. Computer Assisted Language Learning, 1-24. https://doi.org/10.1080/09588221.2021.1916538
  • Ekin, S. (yayın aşamasında). A Conversation Analytic Study into a Transnational Virtual Exchange With Pre-Service Teachers. (Unpublished doctoral dissertation). Hacettepe University.
  • Ekin, S. & Balaman, U. (yayın aşamasında). Video-Mediated Collaborative Lesson Planning in Virtual Exchange Among Transnational Teams of Pre-service Language Teachers.
  • Ekin, S., Balaman, U. & Badem-Korkmaz, F. (2021). Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education. Applied Linguistics Review.
  • Farrell, T.S.C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
  • Farrell, T. S. & Kennedy, B. (2019). Reflective practice framework for TESOL teachers: One teacher’s reflective journey. Reflective Practice, 20(1), 1-12. https://doi.org/10.1080/14623943.2018.1539657
  • Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8–28. http://hdl.handle.net/10125/44691
  • Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2), 166-185. https://doi.org/10.1017/S0958344009000214
  • 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), Article SI. https://doi.org/10.21827/jve.3.36082
  • Helm, F., Guth, S. ve Farrah, M. (2012). Promoting dialogue or hegemonic practice? Power issues in telecollaboration. Language Learning & Technology, 16(2), 103-127.
  • Hutchby, I. ve Wooffitt, R. (2008). Conversation analysis (2nd ed.). Polity.
  • Ishino, M. (2018). Micro-longitudinal conversation analysis in examining co-teachers’ reflection-in-action. System, 78, 130–147. https://doi.org/10.1016/j.system.2018.07.013
  • Jakonen, T. (2018). Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction. Modern Language Journal, 102(4), 758–774. https://doi.org/10.1111/MODL.12513
  • Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In. G. Lerner (ed.) Conversation analysis, studies form first generation. (13-34). John Benjamins.
  • Kahraman Özkurt, S. (2019). Listening to English language teachers in Turkey: A survey of their evaluations, preferences and needs regarding in-service training. (Unpublished doctoral dissertation). Gazi University.
  • Kardaş İşler, N. (2019). İlkokul sosyal bilgiler dersinde öğrenci başlatımları ve öğrenme fırsatları: Konuşma çözümlemesi yaklaşımı. (Unpublished doctoral dissertation). Hacettepe University.
  • Kardaş- İşler, N. & Can-Daşkın, N. (2020). Reference to a shared past event in primary school setting. Linguistics and Education, 57, 100815. https://doi.org/10.1016/j.linged.2020.100815
  • Kinginger, C. & Belz, J. A. (2005). Socio-cultural perspectives on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2(4), 369-421. https://doi.org/10.1515/iprg.2005.2.4.369
  • Krengel, F. (2021). “Glocal Education” Through Virtual Exchange? Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back. Global Education Review, 8(2-3), 138-153.
  • Kurek, M. (2015). Designing Tasks for Complex Virtual Learning Environments. Bellaterra Journal of Teaching & Learning Language & Literature, 8(2), 13–32. https://doi.org/10.5565/rev/jtl3.633
  • Kurek, M. & Müller-Hartmann, A. (2017). Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7–20. https://doi.org/10.1016/j.system.2016.12.004
  • Lee, L. (2011) Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange. Language Awareness, 20(4), 343 – 357. https://doi.org/10.1080/09658416.2011.592589
  • Lee, L. ve Markey, A. (2014) A study of learners’ perceptions of online intercultural exchange through WEB 2.0 technologies. ReCALL, 26(3), 281 – 297. https://doi.org/10.1017/S0958344014000111
  • 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 computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92, 103041. https://doi.org/10.1016/j.tate.2020.103041
  • Liaw, M.-L. ve Bunn-Le Master, S. (2010) Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23(1), 21–40. https://doi.org/10.1080/09588220903467301
  • Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality. Research on Language and Social Interaction, 51(1), 85-106. https://doi.org/10.1080/08351813.2018.1413878
  • Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47–62. https://doi.org/10.1016/j.pragma.2019.01.016
  • Mori, J. (2004). Negotiating sequential boundaries and learning opportunities: A case from Japanese language classroom. The Modern Language Journal, 88(4), 536–550. https://doi.org/10.1111/j.0026-7902.2004.t01-17-.x
  • Morton, T. ve Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297–317. https://doi.org/10.1177/1362168810365243
  • O'Dowd, R. (2018a). Intercultural communicative competence and technology. The TESOL Encyclopedia of English Language Teaching, 1-7.
  • O’Dowd, R. (2018b). From telecollaboration to virtual exchange and the role of UNICollaboration: An overview of where we stand today. Journal of Virtual Exchange , 1 ( 1 ), 1 – 23 .
  • O’Dowd, R. & Dooly, M. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21–36. https://doi.org/10.1017/S0958344021000215
  • O'Dowd, R. & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188. https://doi.org/10.1080/09588220902778369
  • Öztürk, S. Y. (2023). Intercultural Communicative Competence And Global Citizenship Education Of Elt Student Teachers Through Telecollaboration. (Unpublished doctoral dissertation). Gazi University.
  • Öztürk, S. Y. & Ekşi, G. (2022). Fostering Critical Cultural Awareness Among Prospective Teachers of English via Virtual Exchange Project. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 10(1), 491-502. https://doi.org/10.18506/anemon.1052025
  • Rets, I., Rienties, B. & Lewis, T. (2020). Transforming pre-service teacher education through virtual exchange: A mixed-methods analysis of perceived TPACK development. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1826983
  • Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401–413. https://doi.org/10.1093/elt/ccw041
  • Schenker, T. (2012) Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3): 449–470. https://doi.org/10.11139/cj.29.3.449-470
  • Sert, O. & Balaman, U. (2015). Çevrimiçi görev-temelli etkileşimde ortaklaşa bilgi yapılandırmasının konuşma çözümlemesiyle incelenmesi. Dil ve Edebiyat Dergisi, 12(2).
  • Sert, O., Balaman, U., Can Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 1-43.
  • Sert, O. & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL, 30(3), 355–374.
  • Sidnell, J. & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Wiley-Blackwell.
  • Tanghe, S. & Park, G. (2016). “Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education. System, 57, 1–13. https://doi.org/10.1016/j.system.2016.01.002
  • Vinagre, M. (2017). Developing teachers’ telecollaborative competences in online experiential learning. System, 64, 34–45. https://doi.org/10.1016/j.system.2016.12.002
  • Walkoe, J. D. & Luna, M. J. (2020). What we are missing in studies of teacher learning: A call for microgenetic, interactional analyses to examine teacher learning processes. Journal of the Learning Sciences, 29(2), 285-307. https://doi.org/10.1080/10508406.2019.1681998
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  • Waring, H. Z. (2009). Moving out of IRF (Initiation‐Response‐Feedback): A single case analysis. Language Learning, 59(4), 796–824. https://doi.org/10.1111/j.1467-9922.2009.00526.x
  • Waring, H. Z. (2017). Going general as a resource for doing advising in post-observation conferences in teacher training. Journal of Pragmatics, 110, 20–33. https://doi.org/10.1016/j.pragma.2017.01.009
  • Wong, J. & Waring, H. Z. (2020). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. Routledge
  • Yang, S. J. (2020). Affordances and challenges of telecollaboration for pre-service teachers. Language Learning & Technology, 24(3), 30-41.
  • Uzum, 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

Dil Öğretmeni Adaylarının Üçlü Sanal Değişim Ortamında Eylemde Yansıtma Uygulamaları

Yıl 2023, Sayı: 59, 227 - 242, 05.09.2023
https://doi.org/10.9779/pauefd.1247379

Öz

Öğretmen Yetiştirme alanının bir parçası olarak Sanal Değişim projeleri, öğretmen adayları için çeşitli mesleki gelişim fırsatları sağlamaktadır. Bu çalışma, üç ülkeyi kapsayan bir Sanal Değişim projesinde işbirlikçi ders planları oluşturan ulusötesi (transnational) takımlardaki öğretmen adaylarının eylemde yansıtma uygulamalarını araştırmaktadır. Araştırma yöntemi olarak çokkipli Konuşma Çözümlemesi kullanan çalışma, özellikle öğretmen adaylarının video aracılı etkileşimlerinin ekran kayıtlarına odaklanarak, öğretmen adaylarının ilgili Sanal Değişim projesinde kendilerine sunulan pedagojik bir araç (Moodle) üzerine yaptıkları eylemde yansıtma uygulamalarını göstermektedir. Çalışma aynı zamanda öğretmen adaylarının iş birliği içerisinde geliştirdikleri ders planlarına yönelik pedagojik bir tasarım fikri önermek amacıyla bir kaynak olarak eylemde yansıtmanın sağladığı etkileşimsel alanı nasıl kullandıklarını göstermektedir. Çalışma, öğretmen adaylarının mesleki gelişimlerine işaret eden, işbirlikçi bir şekilde pedagojik karar verme hedefine ulaşmak için Sanal Değişim tarafından sağlanan yansıtıcı ortamından ve video aracılı etkileşimlerde ortaya çıkan deneyimsel öğrenme fırsatlarından yararlandıklarını da ortaya koymaktadır.

Kaynakça

  • Abe, M. (2019). L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing. Computer Assisted Language Learning, 1-25. https://doi.org/10.1080/09588221.2019.1614070
  • Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73. https://doi.org/10.1016/j.system.2016.12.007
  • Angelova, M. & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185. https://doi.org/10.1080/09588221.2014.907320
  • Balaman, U. (2023). Conversation Analytic Language Teacher Education in Digital Spaces. Palgrave Macmillan.
  • Balaman, U. & Sert, O. (2017). The coordination of online L2 interaction and orien- tations to task interface for epistemic progression. Journal of Pragmatics, 115, 115–129. https://doi.org/10.1016/j.pragma.2017.01.015
  • Badem-Korkmaz, F., Ekin, S. & Balaman, U. (2022). Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction.Classroom Discourse, 1–19. https://doi.org/10.1080/19463014.2021.2020144
  • Can-Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Journal of Pragmatics, 142, 16–30. https://doi.org/10.1016/j.pragma.2018.12.023
  • Chen, J. J. & Yang, S. C. (2016) Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262-288. https://doi.org/10.1080/09588221.2014.937441
  • Dooly, M. (2013). Promoting competency-based language teaching through project-based language learning. In M. Pérez Cañado (Ed.), Competency-based language teaching in higher education (pp. 77– 91). Springer.
  • Dooly, M. & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4 - 29. https://doi.org/10.1017/S0958344012000237
  • Eren, Ö. (2021). Raising critical cultural awareness through telecollaboration: Insights for pre-service teacher education. Computer Assisted Language Learning, 1-24. https://doi.org/10.1080/09588221.2021.1916538
  • Ekin, S. (yayın aşamasında). A Conversation Analytic Study into a Transnational Virtual Exchange With Pre-Service Teachers. (Unpublished doctoral dissertation). Hacettepe University.
  • Ekin, S. & Balaman, U. (yayın aşamasında). Video-Mediated Collaborative Lesson Planning in Virtual Exchange Among Transnational Teams of Pre-service Language Teachers.
  • Ekin, S., Balaman, U. & Badem-Korkmaz, F. (2021). Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education. Applied Linguistics Review.
  • Farrell, T.S.C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
  • Farrell, T. S. & Kennedy, B. (2019). Reflective practice framework for TESOL teachers: One teacher’s reflective journey. Reflective Practice, 20(1), 1-12. https://doi.org/10.1080/14623943.2018.1539657
  • Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8–28. http://hdl.handle.net/10125/44691
  • Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2), 166-185. https://doi.org/10.1017/S0958344009000214
  • 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), Article SI. https://doi.org/10.21827/jve.3.36082
  • Helm, F., Guth, S. ve Farrah, M. (2012). Promoting dialogue or hegemonic practice? Power issues in telecollaboration. Language Learning & Technology, 16(2), 103-127.
  • Hutchby, I. ve Wooffitt, R. (2008). Conversation analysis (2nd ed.). Polity.
  • Ishino, M. (2018). Micro-longitudinal conversation analysis in examining co-teachers’ reflection-in-action. System, 78, 130–147. https://doi.org/10.1016/j.system.2018.07.013
  • Jakonen, T. (2018). Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction. Modern Language Journal, 102(4), 758–774. https://doi.org/10.1111/MODL.12513
  • Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In. G. Lerner (ed.) Conversation analysis, studies form first generation. (13-34). John Benjamins.
  • Kahraman Özkurt, S. (2019). Listening to English language teachers in Turkey: A survey of their evaluations, preferences and needs regarding in-service training. (Unpublished doctoral dissertation). Gazi University.
  • Kardaş İşler, N. (2019). İlkokul sosyal bilgiler dersinde öğrenci başlatımları ve öğrenme fırsatları: Konuşma çözümlemesi yaklaşımı. (Unpublished doctoral dissertation). Hacettepe University.
  • Kardaş- İşler, N. & Can-Daşkın, N. (2020). Reference to a shared past event in primary school setting. Linguistics and Education, 57, 100815. https://doi.org/10.1016/j.linged.2020.100815
  • Kinginger, C. & Belz, J. A. (2005). Socio-cultural perspectives on pragmatic development in foreign language learning: Microgenetic case studies from telecollaboration and residence abroad. Intercultural Pragmatics, 2(4), 369-421. https://doi.org/10.1515/iprg.2005.2.4.369
  • Krengel, F. (2021). “Glocal Education” Through Virtual Exchange? Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back. Global Education Review, 8(2-3), 138-153.
  • Kurek, M. (2015). Designing Tasks for Complex Virtual Learning Environments. Bellaterra Journal of Teaching & Learning Language & Literature, 8(2), 13–32. https://doi.org/10.5565/rev/jtl3.633
  • Kurek, M. & Müller-Hartmann, A. (2017). Task design for telecollaborative exchanges: In search of new criteria. System, 64, 7–20. https://doi.org/10.1016/j.system.2016.12.004
  • Lee, L. (2011) Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange. Language Awareness, 20(4), 343 – 357. https://doi.org/10.1080/09658416.2011.592589
  • Lee, L. ve Markey, A. (2014) A study of learners’ perceptions of online intercultural exchange through WEB 2.0 technologies. ReCALL, 26(3), 281 – 297. https://doi.org/10.1017/S0958344014000111
  • 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 computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92, 103041. https://doi.org/10.1016/j.tate.2020.103041
  • Liaw, M.-L. ve Bunn-Le Master, S. (2010) Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23(1), 21–40. https://doi.org/10.1080/09588220903467301
  • Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality. Research on Language and Social Interaction, 51(1), 85-106. https://doi.org/10.1080/08351813.2018.1413878
  • Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47–62. https://doi.org/10.1016/j.pragma.2019.01.016
  • Mori, J. (2004). Negotiating sequential boundaries and learning opportunities: A case from Japanese language classroom. The Modern Language Journal, 88(4), 536–550. https://doi.org/10.1111/j.0026-7902.2004.t01-17-.x
  • Morton, T. ve Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297–317. https://doi.org/10.1177/1362168810365243
  • O'Dowd, R. (2018a). Intercultural communicative competence and technology. The TESOL Encyclopedia of English Language Teaching, 1-7.
  • O’Dowd, R. (2018b). From telecollaboration to virtual exchange and the role of UNICollaboration: An overview of where we stand today. Journal of Virtual Exchange , 1 ( 1 ), 1 – 23 .
  • O’Dowd, R. & Dooly, M. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21–36. https://doi.org/10.1017/S0958344021000215
  • O'Dowd, R. & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188. https://doi.org/10.1080/09588220902778369
  • Öztürk, S. Y. (2023). Intercultural Communicative Competence And Global Citizenship Education Of Elt Student Teachers Through Telecollaboration. (Unpublished doctoral dissertation). Gazi University.
  • Öztürk, S. Y. & Ekşi, G. (2022). Fostering Critical Cultural Awareness Among Prospective Teachers of English via Virtual Exchange Project. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 10(1), 491-502. https://doi.org/10.18506/anemon.1052025
  • Rets, I., Rienties, B. & Lewis, T. (2020). Transforming pre-service teacher education through virtual exchange: A mixed-methods analysis of perceived TPACK development. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1826983
  • Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401–413. https://doi.org/10.1093/elt/ccw041
  • Schenker, T. (2012) Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3): 449–470. https://doi.org/10.11139/cj.29.3.449-470
  • Sert, O. & Balaman, U. (2015). Çevrimiçi görev-temelli etkileşimde ortaklaşa bilgi yapılandırmasının konuşma çözümlemesiyle incelenmesi. Dil ve Edebiyat Dergisi, 12(2).
  • Sert, O., Balaman, U., Can Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 1-43.
  • Sert, O. & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL, 30(3), 355–374.
  • Sidnell, J. & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Wiley-Blackwell.
  • Tanghe, S. & Park, G. (2016). “Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education. System, 57, 1–13. https://doi.org/10.1016/j.system.2016.01.002
  • Vinagre, M. (2017). Developing teachers’ telecollaborative competences in online experiential learning. System, 64, 34–45. https://doi.org/10.1016/j.system.2016.12.002
  • Walkoe, J. D. & Luna, M. J. (2020). What we are missing in studies of teacher learning: A call for microgenetic, interactional analyses to examine teacher learning processes. Journal of the Learning Sciences, 29(2), 285-307. https://doi.org/10.1080/10508406.2019.1681998
  • Waldman, T., Harel, E., Schwab, G., Jager, S., Kurek, M. & O'Rourke, B. (2016). Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning. In New directions in telecollaborative research and practice: Selected papers from the second conference on telecollaboration in higher education (pp. 179-184).
  • Waring, H. Z. (2009). Moving out of IRF (Initiation‐Response‐Feedback): A single case analysis. Language Learning, 59(4), 796–824. https://doi.org/10.1111/j.1467-9922.2009.00526.x
  • Waring, H. Z. (2017). Going general as a resource for doing advising in post-observation conferences in teacher training. Journal of Pragmatics, 110, 20–33. https://doi.org/10.1016/j.pragma.2017.01.009
  • Wong, J. & Waring, H. Z. (2020). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. Routledge
  • Yang, S. J. (2020). Affordances and challenges of telecollaboration for pre-service teachers. Language Learning & Technology, 24(3), 30-41.
  • Uzum, 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
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Semih Ekin 0000-0002-8876-7518

Ufuk Balaman 0000-0001-5092-9414

Yayımlanma Tarihi 5 Eylül 2023
Gönderilme Tarihi 3 Şubat 2023
Kabul Tarihi 11 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 59

Kaynak Göster

APA Ekin, S., & Balaman, U. (2023). Dil Öğretmeni Adaylarının Üçlü Sanal Değişim Ortamında Eylemde Yansıtma Uygulamaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(59), 227-242. https://doi.org/10.9779/pauefd.1247379