Getting Their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote Their Telecollaboration Competence through Experiential Learning [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).

Autor/inn/en	Waldman, Tina; Harel, Efrat; Schwab, Götz
Titel	Getting Their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote Their Telecollaboration Competence through Experiential Learning [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Foreign Countries; Experiential Learning; Language Teachers; Trainees; Preservice Teachers; Teacher Education; Problem Based Learning; Self Efficacy; Cooperative Learning; Comparative Analysis; Statistical Analysis; Surveys; Germany; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Language teacher; Sprachunterricht; Auszubildender; Weibliche Auszubildende; Lehrerausbildung; Lehrerbildung; Problem-based learning; Problemorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; Kooperatives Lernen; Statistische Analyse; Survey; Umfrage; Befragung; Deutschland
Abstract	The paper presents a telecollaboration project between 54 pre-service teachers of English as a Foreign Language (EFL) studying at a teacher training college in Israel and a university in Germany. The telecollaboration involved a collaborative Project Based Learning Task (PBLT) in which the students compared and evaluated the ways EFL is taught in their respective contexts. The purpose of this ongoing study is to provide pre-service EFL teachers with an apprenticeship of learning ways that technology can be used to transcend classroom walls for virtual mobility and cooperation. It specifically intends to determine how such an apprenticeship can strengthen student teachers' belief in their ability to implement telecollaboration in their own teaching. Data for the study were gathered through a pre-post quantitative survey. The findings indicate that telecollaboration experience integrated into teacher training can raise students' perceived self-efficacy to implement telecollaborative exchange projects into their future teaching. [For the complete volume, see ED571330.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01