Pre-service language teachers reflection development through online interaction in a hybrid learning course

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Pre-service language teachers reflection development through online interaction in a hybrid learning course

机译：职前语文老师通过混合学习课程中的在线互动来反映发展

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This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.

机译：本案例研究调查了土耳其三名职前英语教师中反思性思维能力的增长。参与者正在参加一个混合课程，该课程侧重于反思发展，主要是通过在线参与教师教育工作者指导的实习教师研究项目。基于对职前教师的访谈，对他们对在线课程的贡献的观察以及他们的反思性论文，采用了探索性方法。在这三位中，只有一位老师的反思水平更高。讨论的重点是对在线学习的意义，尤其是对职前教师教育中的同步书面互动的影响，并着重强调了在在线互动中建立社交存在的重要性和困难。讨论了反射，教学技术和教师学习技术之间关系的含义，以及需要为岗前教师做好在线互动的准备。

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《Computers & education》 |2020年第1期|103706.1-103706.13|共13页
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Izmir Univ Econ Sakarya Cad 156 TR-35220 Izmir Turkey;

Univ Stavanger Stavanger Norway;

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正文语种 eng
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关键词
Adult learning; Interactive learning environment; Pre-service teacher education; Computer-mediated communication;

机译：成人学习;互动学习环境;职前教师教育;计算机介导的沟通;
入库时间 2022-08-18 05:21:12

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Pre-service language teachers reflection development through online interaction in a hybrid learning course

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