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Exploring German preservice teachers' electronic and professional literacy skills

机译：探索德国职前教师的电子和专业素养技能

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This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of FirstClass~® among preservice teachers at the Justus-Liebig Universitat in Giessen and the Paedagogische Hochschule Heidelberg in Germany. The author investigates participants' prior experiences with regard to computer skills, Internet proficiency, and technology-based language learning and teaching. Next, she discusses benefits and challenges for preservice teachers with respect to collaborating via computers (computer-mediated communication or CMC) with their transatlantic partners. In collecting and analyzing preservice teachers' reflections, a Grounded Theory approach (Strauss & Corbin, 1998) was used. Instances of electronic and professional literacies were identified and triangulated with data from pre-course questionnaires, post-course self-assessments, logs, email and chat transcripts, and field notes. The author discusses benefits and challenges which preservice teachers encountered through the collaboration. Findings include preservice teachers' differing levels of electronic literacy skills, tolerance for ambiguity, institutional constraints, peer feedback, and perception of the final product. Based on her findings, the author stresses the need to encourage preservice teachers' meta-level reflections on the challenges of the collaboration and suggests conducting longitudinal follow-up studies in order to investigate if and how in-service teachers apply the knowledge they gained from their teacher education program to their own teaching.
机译：本文介绍了一个探索性试点项目的结果，该项目旨在通过计算机介导的同伴协作来提高职前语言教师的电子和专业素养技能。研究背景是定性的案例研究，涉及通过吉森的Justus-Liebig Universitat的职前教师和德国的Paedagogische Hochschule Heidelberg的FirstClass〜®的电子邮件和聊天功能进行合作。作者调查了参与者在计算机技能，互联网熟练度以及基于技术的语言学与教方面的先前经验。接下来，她讨论了职前教师在通过计算机（计算机介导的通信或CMC）与跨大西洋合作伙伴进行协作方面的收益和挑战。在收集和分析职前教师的思考时，采用了扎根理论方法（Strauss＆Corbin，1998）。确定了电子和专业文学实例，并与课前问卷，课后自我评估，日志，电子邮件和聊天记录以及现场笔记中的数据进行了三角分类。作者讨论了通过合作在职前教师遇到的好处和挑战。调查结果包括职前教师的电子读写技能水平不同，对模棱两可的容忍度，机构限制，同feedback反馈以及对最终产品的感知。基于她的发现，作者强调有必要鼓励职前教师对合作的挑战进行元级思考，并建议进行纵向跟进研究，以调查在职教师是否以及如何运用从中学到的知识他们的教师教育计划要由他们自己教。

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