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Language Teacher Development in Digital Contexts
Edited 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.
Keywords: telecollaboration, digital competence, teacher identity, online collaborative learning
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
DOI logo
https://doi.org/10.1075/lllt.57.04doo
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2024. Review of Meredith, Giles & Stommel (2022): Analysing Digital Interaction. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37:2 ► pp. 769 ff. DOI logo
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