Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange

Lenkaitis, Chesla Ann

doi:10.1016/j.tate.2020.103041

Cited by 33 publications

(35 citation statements)

References 38 publications

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“…By testing learning theories, discovering different perspectives through discussion, changing teachers' beliefs and uncovering new teaching concepts (Baran and Cagiltay 2010), practitioners used online communities to construct meaning of their teaching practice. Within and outside these online communities, videos of real classrooms were outstanding tools to drive teacher reflection (Bates, Phalen, and Moran 2016;Beilstein et al 2020), obtain practical knowledge about the profession (Baran and Cagiltay 2010; Liu 2012), and connect with course content in a practical way (Lenkaitis 2020). The most practical videos within authentic classroom situations (Baran and Cagiltay 2010;Bates, Phalen, and Moran 2016;Beilstein et al 2020;Theelen et al 2020) promoted the highest levels of teacher reflection and knowledge development.…”

Section: The Cognitive Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

755

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Cognitive Presencementioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

755

442

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“…Sadler and Dooly (2016) discussed the increasing use of virtual exchange in language learning, and how it facilitates communication and promotes learner autonomy. However, the research on integrating virtual exchanges in teacher preparation programs is still growing (Lenkaitis, 2020;Dooly & Sadler, 2013;Jauregi & Bañados, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…Virtual exchange projects have been carried out in English language learning (Austin et al, 2017;Rafieyan et al, 2014;Sevilla-Pavón, 2016) and there is a growing body of research on how to integrate virtual exchanges in teacher preparation programs (Lenkaitis, 2020;Dooly & Sadler, 2013;Jauregi & Bañados, 2008;The EVALUATE Group, 2019). In Lenkaitis (2020), participants in a teaching program from a university in the USA were partnered with second language (L2) learners in a 4-week virtual exchange via videoconferencing. TESOL teacher candidates explored the language that their L2 partners produced and utilized learned teaching techniques to interact with course content by watching their recorded sessions.…”

Section: Literature Review Virtual Exchangementioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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“…In three recent virtual exchanges 2 via videoconference (Lenkaitis, 2019(Lenkaitis, , 2020a), pre-service teachers 3 were partnered with second language (L2) learners from other countries or cultures.…”

Section: Introductionmentioning

confidence: 99%

“…learners on their learning processes. Considering the reflective process in Lenkaitis (2019Lenkaitis ( , 2020a in press) and because teacher candidates have also been partnered with other teacher candidates in virtual exchanges (see Dooly & Sadler, 2013, The EVALUATE Group, 2019, this article discusses a virtual exchange that paired EFL teacher candidates from Colombia with SFL teacher candidates from the United States. Furthermore, it focuses on how these participants reflected on their experiences after watching their recorded video meetings.…”

Section: Introductionmentioning

confidence: 99%

Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection

Lenkaitis

2020

JVE

Self Cite

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This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.

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Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange

Cited by 33 publications

References 38 publications

COVID-19 and teacher education: a literature review of online teaching and learning practices

COVID-19 and teacher education: a literature review of online teaching and learning practices

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Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection

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