Online Training of Prospective Language Teachers: Exploring a New Model

Autor/inn/en	Zheng, Hang; Zhang, Lianyue
Titel	Online Training of Prospective Language Teachers: Exploring a New Model
Quelle	(2021), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Hang) ORCID (Zhang, Lianyue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Teacher Education Programs; Chinese; Second Language Learning; Second Language Instruction; Videoconferencing; Student Attitudes; Computer Mediated Communication; Communities of Practice; Content Analysis; Intercultural Communication; Communicative Competence (Languages); Peer Evaluation; Feedback (Response); Language Teachers; Practicums; Teaching Methods; Masters Programs; COVID-19; Pandemics; Native Speakers; Educational Benefits; Teaching Skills; Self Esteem; Personal Autonomy; Cultural Awareness; Foreign Countries; China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Computerkonferenz; Community; Inhaltsanalyse; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Muttersprachler; Bildungsertrag; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-esteem; Selbstaufmerksamkeit; Individuelle Autonomie; Cultural identity; Kulturelle Identität; Ausland
Abstract	This chapter reports on a language teaching practicum course of a Master of Teaching Chinese to Speakers of Other Languages (MTCSOL) program in China in Fall 2020. Driven by the challenges of the COVID-19 pandemic, this report presents a model to guide practice in online language teacher training via virtual learning communities. In the course, native and nonnative students in the MTCSOL program formed study groups in which they conducted discussions regarding the lectures and completed teaching demonstrations through videoconferences. All students provided online feedback on their peers' teaching demonstrations. The content analysis of post-task interviews revealed that both native and nonnative students benefited from online interactions. Nonnative students had opportunities to practice language and professional skills, while native students developed intercultural communication competence. Peer feedback was also highly rated, as feedback receivers had different perspectives on how to improve their teaching, and feedback providers learned from their peers' strengths and weaknesses. We argue that the model can (1) promote learning autonomy and cultural exchange and (2) boost teachers' self-confidence, which could thus become a desirable new model for language teacher training. [For the complete volume, "The World Universities' Response to COVID-19: Remote Online Language Teaching," see ED614006.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01