Supporting In-Service Language Educators in Learning to Telecollaborate.

This paper begins by presenting a model of competences for the telecollaborative teacher, which has been developed and verified by this author (2013) using the Delphi technique. The paper then presents UNICollaboration (www.unicollaboration.eu), an online platform, which has been developed reflecting these competences and a sociocultural approach to teacher education. Following that, the findings of four qualitative case studies of novice telecollaborators are used to inform the design of tools and training courses for educators in this complex activity of online foreign language education.

[1]  Dennis R. Wixon.  What works? , 2006, INTR.

[2]  D. Newby.  Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages , 2012 .

[3]  Robert O'Dowd,et al.  The competences of the telecollaborative teacher , 2015 .

[4]  S. Thorne,et al.  Internet-mediated intercultural foreign language education , 2006 .

[5]  N. Cowie.  Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work , 2011 .

[6]  Carla Meskill,et al.  17. Expert-novice teacher mentoring in language learning technology , 2006 .

[7]  Thomas S. C. Farrell.  Second Language Teacher Education: A Reality Check , 2015 .

[8]  J. Belz.  Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration. , 2003 .

[9]  Michael Grenfell,et al.  European profile for language teacher education: a frame of reference. Final report. A report to the European Commission Directorate General for Education and Culture , 2004 .

[10]  Julie A. Belz,et al.  Social Dimensions of Telecollaborative Foreign Language Study , 2002 .

[11]  P. Çankaya,et al.  BOOK REVIEW: Exploring second language classroom research: a comprehensive guide , 2016 .

[12]  J. Belz,et al.  Teachers as Intercultural Learners: Negotiating German–American Telecollaboration along the Institutional Fault Line , 2003 .

[13]  Andreas Müller-Hartmann.  Chapter 8. Teacher Role in Telecollaboration: Setting up and Managing Exchanges , 2007 .

[14]  R. O’Dowd,et al.  Online intercultural exchange : an introduction for foreign language teachers , 2008 .

[15]  R. O’Dowd.  Online foreign language interaction: Moving from the periphery to the core of foreign language education? , 2009, Language Teaching.

[16]  K. Maillet,et al.  Giving a virtual Voice to the Silent Language of Culture , 2001 .

[17]  Karen E. Johnson,et al.  Reconceptualizing the Knowledge-Base of Language Teacher Education , 1998 .

[18]  Alisson Ramírez Tapasco.  European portfolio for student teachers of languages , 2017 .

[19]  Sabine Levet,et al.  Integrating telecollaboration into the language classroom: some insights , 2010 .

[20]  Francesca Helm,et al.  Telecollaboration 2.0 : language, literacies and intercultural learning in the 21st century , 2010 .

[21]  Mirjam Hauck,et al.  Editorial: Teacher education research in CALL and CMC: more in demand than ever , 2011, ReCALL.

[22]  D. Rich.  The Bologna Process in European Higher Education , 2010 .

[23]  Michael Grenfell,et al.  European profile for language teacher education , 2005 .

[24]  T. Wright,et al.  Second language teacher education: Review of recent research on practice , 2010, Language Teaching.

[25]  Marita Schocker‐von Ditfurth,et al.  Visions of What Is Possible in Teacher Education--Or Lost in Complexity? , 2002 .

[26]  D. J. Tedick.  Second Language Teacher Education: International Perspectives , 2004 .