职前语言教师对教师培训师关于视频中介二语互动任务设计建议的抵制

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-02-09 DOI:10.1080/19463014.2021.2020144
Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman
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引用次数: 6

摘要

在职前语言教师教育背景下,为技术介导的环境提供任务设计的实践培训是具有挑战性的。本研究提出了语言教师教育活动的见解,旨在通过多步骤方法解决这一挑战,该方法包括:(1)职前教师小组合作任务设计对话,(2)全班反馈会议,(3)实际的第二语言学习者通过视频媒介互动执行任务,以及(4)职前教师基于视频媒介任务执行记录的反思实践。我们通过使用对话分析仔细检查教师培训课堂互动,并借鉴书面任务设计表和对视频媒介互动的反思,在这些多步骤活动中提出了两个案例。更具体地说,我们记录了职前教师对教师培训师建议的抵制在展示和捍卫他们对任务设计的技术和教学方面的知识方面所起的核心作用。我们的结论是,抵抗实践为教师创造了多种学习机会,并最大限度地为职前教师展示关于视频介导的第二语言互动任务设计的知识提供了空间。
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Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction
ABSTRACT In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers’ collaborative task design conversations in groups, (2) whole-class feedback sessions, (3) implementation of the tasks by actual L2 learners via video-mediated interaction, and (4) pre-service teachers’ reflective practices based on the recordings of video-mediated task implementations. We present two cases across these multi-step activities by closely examining the teacher training classroom interactions using Conversation Analysis and also by drawing on the written task design sheets and reflections on video-mediated interactions. More specifically, we document the central role that pre-service teachers’ resistance to teacher trainer advice plays in displaying and defending their knowledge about the technological and pedagogical aspects of their task design. We conclude that resistance practices create multiple teacher learning opportunities and maximise space for pre-service teachers’ displays of knowledge about task design for video-mediated L2 interactions.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
期刊最新文献
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