Telecollaborative Teacher Training: from Theory to Practice

瀏覽統計 Email 通知 RSS Feed

簡歷

基本資料

Project title

Code/計畫編號

MOST107-2410-H019-012

Translated Name/計畫中文名

教師跨文化教學知能培訓: 理論與實踐

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=12675870

Year

2018

Start date/計畫起

01-08-2018

Expected Completion/計畫迄

31-07-2019

Bugetid/研究經費

885千元

ResearchField/研究領域

語文

電子遠距合作是指在教師引導下，來自世界不同角落的學子，以有系統性的方式進行跨文化交流 (Helm, 2015; O’Dowd, 2015)。實施跨文化合作計畫，可以讓學子運用語言進行真實溝通，並可提升跨文化知能。本計畫旨在提升職前教師的跨文化教學之專業知識，了解如何設計與實踐跨文化任務於課堂中。此外，本計畫亦檢視此教師跨文化教學訓練課程，是否可有效增進職前教師之跨文化溝通能力，也探討職前教師對此教師電子遠距合作計畫之看法。參與者為16位來自台灣國立大學及16位來自日本私立大學，修讀英語教學碩士班，未來將成為英語教師的職前教師，且分為八組，每組分有兩位來自台灣及日本。計畫初期，研究者將設計電子遠距合作論壇，整合在交流中所有文字及影音資料。在為時一學期的交流中，職前教師訓練課程分為三階段—準備期，實際經歷期，及總結評估期。首先，在準備期，雙方參與者必須從研究者所設計的課程中，熟悉跨文化交流理論及模型、任務設計、及評量方式;並填寫背景及事前文化量表。在實際經歷交流期，雙方參與者將完成訊息交流任務，即運用Glogster呈現個人成長史，並與對方分享並互評。亦接著完成比較分析任務，即分享及評論各自文化特殊現象。最後，參與者將完成作品共創任務，即運用Weebly設計出給他們未來學生，做跨文化交流的教學網站。在交流過程中，參與者必須撰寫省思週記，並將產出的作品收錄在個人電子歷程檔案中。在最後總結評估期，職前教師填寫事後文化量表及期末問卷，並完成反思短文及參加訪談，來分享對此計畫之看法。本計畫將以質量並重的方式分析資料，為回答研究問題一，有關本計畫是否有效提升職前教師跨文化教學知能及增加跨文化任務設計之技巧，研究者將用Kurek and Muller-Harmann (2017)架構分析其所設計的任務。為回答研究問題二，有關本計畫是否提升職前教師跨文化溝通能力，研究者將以t-test統計分析參與者的前後測文化量表結果，以察是否有增加文化溝通能力。質化資料如反思週記，也將以Byram’s (1997) 架構分析。此外，研究者分析期末問卷，訪談及反思短文，以回答研究問題三有關職前教師對此計畫之看法。期盼此電子遠距合作教師訓練計畫，可提升台灣職前教師跨文化教學訓練，並能培訓教師有效運用科技之無遠弗屆的特性，聯繫跨文化同儕，創新設計跨文化交流任務，嘉惠未來將成為世界公民的學子。
Telecollaboration is the practice of engaging groups of students in structured online intercultural collaboration with global partners under the guidance of teachers (Helm, 2015; O’Dowd, 2015). The practice allows learners to use language for real communication and development of intercultural competence. In light of these benefits, this study aims to improve pre-service teachers’ professional knowledge of how to develop telecollaborative tasks that actually encourage intercultural exchange. It also investigates whether subjects improve their own intercultural competence during virtual exchanges, and whether they perceive telecollaboration to be useful. Participants will be 16 teachers in training from a national university in Taiwan and an equal number of counterparts from a private university in Japan, both sets studying to become teachers in MA TESOL programs. Participants will be divided into eight groups, each of which will have two Taiwanese and two Japanese pre-service teachers. A CMC Telecollaborative Forum (CMCTTF) will be constructed to archive text- and video-based interactions. During the semester-long exchange, teacher trainees will complete tasks in three phases—preparation, experience, and evaluation. In the preparation phase, participants from both national groups will familiarize themselves with theories and models of telecollaboration as well task design and assessment practices. They will also fill out background questionnaires and pre-intercultural learning questionnaires. During the experience phase, participants will work collaboratively to complete information exchange tasks including personal histories using Glogster. They will undertake comparison and analysis tasks on cultural phenomena, and will perform collaboration and product creation tasks aimed at developing a Weebly website for future students. The trainees will write weekly journals and keep e-portfolios to reflect their exchange experiences. In the evaluation phase, participants will fill out post-intercultural learning questionnaires and final surveys, write reflection papers, and attend semi-structured interviews to share their perceptions of the utility of the project. Both quantitative and qualitative approaches will be used to analyze data. To measure the effectiveness of the training program on participants’ knowledge of telecollaboration and task-design strategies, the Kurek and Muller-Harmann (2017) framework will be employed with respect to participants’ e-portfolios and collaborative tasks. To evaluate intercultural competence, the pre- and post-intercultural learning questionnaires filled out at the beginning and end of the project will be compared using a paired sampled t-test. Participants’ reflective journals will be analyzed based on Byram’s model (1997). To illuminate participants’ perceptions of the project, final surveys will be computed in conjunction with data from participants’ final reflection papers and semi-structured interviews. It is hoped that findings from this study will enhance teacher training by taking advantage of technological advances, and will help prospective teachers collaborate and innovate in future classes designed for the needs of global citizens.

Keyword(s)

電子遠距合作
跨文化任務設計
師資培育
英語為外語學習者
電腦媒介溝通
Telecollaboration
Collaborative Task Design
Teacher Education
EFL
Computer-Mediated Communication

DSpace CRIS

Telecollaborative Teacher Training: from Theory to Practice

基本資料

Description