| 70170 |
Creator |
c9d52ef4a11ad1277436a89c20d0a5d4 |
| 70170 |
Creator |
480e8a34e82efe72669859ad8f018ff8 |
| 70170 |
Creator |
60bfee9b649be0d08252fc90f1c03442 |
| 70170 |
Creator |
ext-b8311b67cdd9ed132a633d38a8984a35 |
| 70170 |
Date |
2020-04-16 |
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Is Part Of |
repository |
| 70170 |
Is Part Of |
p26474832 |
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abstract |
For the past two decades, Virtual Exchange (VE) has enjoyed increasing popularity
in university education, including initial (language) teacher education programmes
(O’Dowd, 2018). Collaborating online with colleagues and students from different cultural
backgrounds and educational systems has allowed trainees to experience and reflect
on issues related to technology and pedagogy in authentic linguistic and intercultural
contexts. In 2017/2018, the Evaluating and Upscaling Telecollaborative Teacher Education
(EVALUATE) project – an Erasmus+ funded European Policy Experimentation (EPE) – collected
and analysed data from VEs across the curriculum involving over 1,000 participants
at Initial Teacher Education (ITE) institutions in Europe and beyond.<br></br>
Here, we specifically focus on the impact of VE on their digital-pedagogical competence
development. Following a mixed method design we used the Technological PedagogicalContent
Knowledge (TPACK) work of Mishra and Koehler (2006) and Schmidt et al. (2009) in a
pre-post-test manner. These were complemented by qualitative content analysis of prompted
diary entries at key stages during the exchanges to collect further evidence of existing
and emerging digital-pedagogical skills among the trainees. Based on one case study
of a German-Polish EVALUATE exchange we will exemplify the aforementioned research
methods and associated challenges. We will illustrate the urgent need for initial
and in-service teacher education that combines technology and pedagogy and argue for
VE as an ideal context to this effect. Finally, we will demonstrate how the chosen
research approach has contributed to providing the kind of evidence required by education
administrators and policy makers for a systematic integration of VE into teacher education
programmes. |
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authorList |
authors |
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issue |
SI |
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status |
peerReviewed |
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uri |
http://data.open.ac.uk/oro/document/1112863 |
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uri |
http://data.open.ac.uk/oro/document/1112864 |
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uri |
http://data.open.ac.uk/oro/document/1112865 |
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uri |
http://data.open.ac.uk/oro/document/1112866 |
| 70170 |
uri |
http://data.open.ac.uk/oro/document/1112867 |
| 70170 |
uri |
http://data.open.ac.uk/oro/document/1112868 |
| 70170 |
uri |
http://data.open.ac.uk/oro/document/1113996 |
| 70170 |
volume |
3 |
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type |
AcademicArticle |
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type |
Article |
| 70170 |
label |
Hauck, Mirjam ; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina
(2020). Approaches to researching digital-pedagogical competence development in VE-based
teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35. |
| 70170 |
Title |
Approaches to researching digital-pedagogical competence development in VE-based teacher
education |
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in dataset |
oro |