Chapter published in:
Language Teacher Development in Digital ContextsEdited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 67–90
Chapter 4‘We will have to remember this as teachers’
A micro-analytical approach to student-teacher online interaction and teacher identity
Applying interaction analysis to transcriptions of online
meetings held weekly over a ten-week period between two groups of
student-teachers, this chapter considers how telecollaboration (also known
as Virtual Exchange) in teacher education can support the development of
teachers’ digital competences and teacher identity through peer-supported
online collaboration. The analysis shows how sustained use of online
collaborative learning allows for moments of alignment and misalignment
(dissonance) that afford learning opportunities for the participants as they
become increasingly participative and cohesive in their online professional
community.
Article outline
- Development of VE teacher identities
- Identity negotiation explored through interaction analysis
- Context
- Telecollaboration/virtual exchange
- Class description and study participants
- Data analysis through a multimodal interactional approach
- Ongoing development of VE teacher competences and identity
- Analysis 1: Meeting 1
- Analysis 2: Meeting 4
- Analysis 3: Meeting 7
- Analysis 4: Meeting 9
- Discussion
- Conclusion
-
Acknowledgements -
References -
Transcription key
Published online: 20 January 2022
https://doi.org/10.1075/lllt.57.04doo
https://doi.org/10.1075/lllt.57.04doo
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