Communities of practice through intercultural telecollaboration
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Capítulo de livro |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.4018/978-1-7998-8852-9.ch002 http://hdl.handle.net/11449/241586 |
Resumo: | Communities of practice provide challenging learning opportunities based on the principles of interaction, participation, dialogue, and relationship building. This chapter aims to explore how intercultural telecollaboration contributes to the development of a multicultural community of practice in the context of initial teacher education. Four groups of student teachers from four different languages and cultures- two in Europe, one in Asia, and one in South America-work together through the medium of English in an intercultural telecollaboration project. The project is examined in terms of community building through the experience journal of the student teachers as a reflective narrative on how they built a sense of community to sustain their interactions and negotiation of meaning. The findings strongly suggest that intercultural telecollaboration creates a powerful learning environment where students and teachers can find opportunities to cooperate, understand and support each other, and enhance their perceptions of teaching English from an intercultural perspective. |
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Communities of practice through intercultural telecollaborationCommunities of practice provide challenging learning opportunities based on the principles of interaction, participation, dialogue, and relationship building. This chapter aims to explore how intercultural telecollaboration contributes to the development of a multicultural community of practice in the context of initial teacher education. Four groups of student teachers from four different languages and cultures- two in Europe, one in Asia, and one in South America-work together through the medium of English in an intercultural telecollaboration project. The project is examined in terms of community building through the experience journal of the student teachers as a reflective narrative on how they built a sense of community to sustain their interactions and negotiation of meaning. The findings strongly suggest that intercultural telecollaboration creates a powerful learning environment where students and teachers can find opportunities to cooperate, understand and support each other, and enhance their perceptions of teaching English from an intercultural perspective.University of ValladolidDepartment of Modern Languages School of Sciences and Languages (FCL/Ar) São Paulo State University (UNESP)University of Bordeaux Institute of EducationEnglish Department National Taichung University of EducationDepartment of Modern Languages School of Sciences and Languages (FCL/Ar) São Paulo State University (UNESP)University of ValladolidUniversidade Estadual Paulista (UNESP)Institute of EducationNational Taichung University of EducationCastro-Prieto, PalomaSalomão, Ana Cristina Biondo [UNESP]Derivry-Plard, MartineFan, Sa-Hui2023-03-01T21:11:35Z2023-03-01T21:11:35Z2022-05-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookPart20-44http://dx.doi.org/10.4018/978-1-7998-8852-9.ch002Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education, p. 20-44.http://hdl.handle.net/11449/24158610.4018/978-1-7998-8852-9.ch0022-s2.0-85137113457Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengIntercultural Communication and Ubiquitous Learning in Multimodal English Language Educationinfo:eu-repo/semantics/openAccess2024-06-10T20:06:44Zoai:repositorio.unesp.br:11449/241586Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:20:21.275154Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Communities of practice through intercultural telecollaboration |
title |
Communities of practice through intercultural telecollaboration |
spellingShingle |
Communities of practice through intercultural telecollaboration Castro-Prieto, Paloma |
title_short |
Communities of practice through intercultural telecollaboration |
title_full |
Communities of practice through intercultural telecollaboration |
title_fullStr |
Communities of practice through intercultural telecollaboration |
title_full_unstemmed |
Communities of practice through intercultural telecollaboration |
title_sort |
Communities of practice through intercultural telecollaboration |
author |
Castro-Prieto, Paloma |
author_facet |
Castro-Prieto, Paloma Salomão, Ana Cristina Biondo [UNESP] Derivry-Plard, Martine Fan, Sa-Hui |
author_role |
author |
author2 |
Salomão, Ana Cristina Biondo [UNESP] Derivry-Plard, Martine Fan, Sa-Hui |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
University of Valladolid Universidade Estadual Paulista (UNESP) Institute of Education National Taichung University of Education |
dc.contributor.author.fl_str_mv |
Castro-Prieto, Paloma Salomão, Ana Cristina Biondo [UNESP] Derivry-Plard, Martine Fan, Sa-Hui |
description |
Communities of practice provide challenging learning opportunities based on the principles of interaction, participation, dialogue, and relationship building. This chapter aims to explore how intercultural telecollaboration contributes to the development of a multicultural community of practice in the context of initial teacher education. Four groups of student teachers from four different languages and cultures- two in Europe, one in Asia, and one in South America-work together through the medium of English in an intercultural telecollaboration project. The project is examined in terms of community building through the experience journal of the student teachers as a reflective narrative on how they built a sense of community to sustain their interactions and negotiation of meaning. The findings strongly suggest that intercultural telecollaboration creates a powerful learning environment where students and teachers can find opportunities to cooperate, understand and support each other, and enhance their perceptions of teaching English from an intercultural perspective. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-27 2023-03-01T21:11:35Z 2023-03-01T21:11:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bookPart |
format |
bookPart |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.4018/978-1-7998-8852-9.ch002 Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education, p. 20-44. http://hdl.handle.net/11449/241586 10.4018/978-1-7998-8852-9.ch002 2-s2.0-85137113457 |
url |
http://dx.doi.org/10.4018/978-1-7998-8852-9.ch002 http://hdl.handle.net/11449/241586 |
identifier_str_mv |
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education, p. 20-44. 10.4018/978-1-7998-8852-9.ch002 2-s2.0-85137113457 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
20-44 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1808128794388594688 |