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Sharing and collaborating between an online community of novice teachers: CMC in language teacher education
Date
2012
Abstract
New and emerging technologies have transformed the classroom (Mishra and Koehler, 2006) and continue to do so, and it has been reported that teachers and teacher educators now work in ever evolving environments (Elliott, 2009). Research indicates that varied forms of CMC can be implemented to foster collaborative and social learning (Arnold and Ducate, 2006), and the formation of communities of practice (CoPs) (Arnold et al., 2005). Therefore, this paper investigates the implementation of online and face-to-face (F2F) communication in an English Language Teaching (ELT) teacher education programme, with the aim of illuminating the potential such modes have for sharing and collaborating, for providing a space for situated learning and open communication. Results are analysed using a corpus-based methodology, drawing on three aspects of community membership, namely a joint enterprise, mutual engagement and a shared repertoire (Wenger, 1998). This paper closes with a discussion of the implications of such data for Language Teacher Education (LTE) in a technologically-oriented world.
Supervisor
Description
peer-reviewed
Publisher
Societa Italiana di e-Learning
Citation
Journal of e-Learning and Knowledge Society;8(3), pp. 91-103
Files
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/1.0/