Cuesta, A. (in progress). Teaching Practice Awareness in Joint Reflective Practice Activities in the Context of a Learning Community of pre-service Teachers of Foreign Languages: A Case Study.
Supervisors: Prof. Joan Tomás Pujolá & Prof. Vicenta González (Universitat de Barcelona, Spain)
The aim of this research is to analyze the teaching practice awareness processes of preservice teachers through joint reflective practice activities in the context of an international blended learning community for foreign language teachers. Reflective practice is already an established methodology in preservice teacher education and it is considered a tool that encourages processes of teaching practice awareness that can lead to the start of a transformation or an affirmation of the current teaching practices that can extent into lifelong learning (Farrell, 2007). With this purpose, data will be collected from a learning community created in the context of an international project of teacher education, proPIC Europa. The goal of proPIC Europa project is to foster Continuing Professional Development (CPD) of preservice language teachers through reflective practice, international collaboration, and mobile learning. The research consists of a single case study, where the interaction of the participants in Slack and VEO, the social media used for online collaboration among the teachers in the learning community is going to be analyzed by a content, discursive and conversational analysis, as well as interaction registered in the face-to-face sessions of the project. Individual E-portfolios of preservice teachers in the project will be also analyzed, as well as the transcriptions of the focus groups interviews that will be developed with the preservice teachers participants in University of Barcelona.
The aim of this research is to analyze the teaching practice awareness processes of preservice teachers through joint reflective practice activities in the context of an international blended learning community for foreign language teachers. Reflective practice is already an established methodology in preservice teacher education and it is considered a tool that encourages processes of teaching practice awareness that can lead to the start of a transformation or an affirmation of the current teaching practices that can extent into lifelong learning (Farrell, 2007). With this purpose, data will be collected from a learning community created in the context of an international project of teacher education, proPIC Europa. The goal of proPIC Europa project is to foster Continuing Professional Development (CPD) of preservice language teachers through reflective practice, international collaboration, and mobile learning. The research consists of a single case study, where the interaction of the participants in Slack and VEO, the social media used for online collaboration among the teachers in the learning community is going to be analyzed by a content, discursive and conversational analysis, as well as interaction registered in the face-to-face sessions of the project. Individual E-portfolios of preservice teachers in the project will be also analyzed, as well as the transcriptions of the focus groups interviews that will be developed with the preservice teachers participants in University of Barcelona.
Oesterle, M. (in progress). Using A Transient Professional Community to Foster Intercultural Professional Learning among Teacher Educators.
Supervisor: Prof. Götz Schwab (Pädagogische Hochschule Karlsruhe, Germany)
This PhD thesis is a project-ebedded case study, focusing a professional transient community, namely an international group of 11 teacher educators from the field of language teacher education, currently representing the consortium of the proPIC Erasmus+ project. Collecting multimodal data in course of the proPIC project, the author intends understand how transnational professional learning can be fostered in such a community. Further, the author intends to find out to what extent the professional identity of the participants shifts in course of the duration of the project. Finally, the author aims at developing a theoretical and research-based framework for transnational professional learning. This PhD is a cumulative study uses Interpretative Phenomenological Analysis to approach its data, which is qualitative.
This PhD thesis is a project-ebedded case study, focusing a professional transient community, namely an international group of 11 teacher educators from the field of language teacher education, currently representing the consortium of the proPIC Erasmus+ project. Collecting multimodal data in course of the proPIC project, the author intends understand how transnational professional learning can be fostered in such a community. Further, the author intends to find out to what extent the professional identity of the participants shifts in course of the duration of the project. Finally, the author aims at developing a theoretical and research-based framework for transnational professional learning. This PhD is a cumulative study uses Interpretative Phenomenological Analysis to approach its data, which is qualitative.