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.
Murillo Wilstermann, I. (in progress). Developing an educational intervention to promote second and foreign language teachers' continuing professional development: an educational design research study.
Supervisor: Prof. Ulrich Hoinkes (Christian-Albrechts-Universität zu Kiel, Germany)
Teachers are key figures in the education system. They face complex challenges in a constantly evolving society. The following research project aims at developing an educational intervention that promotes second and foreign language teachers' continuing professional development (CPD). Based on a theoretical framework of CPD in the context of second and foreign language teacher education, a research oriented study program that incorporates transnational collaboration and mobile learning will be designed for prospective language teachers at the Institute of Romance Studies at the University of Kiel and four other Higher Education Institutions across Europe (DE, UK, SE, ES). This study program will be designed, implemented, evaluated and further developed along three cycles following the educational design research approach. The present study takes place within the international Erasmus+ project ProPIC: "Promoting professionalism, innovation and transnational collaboration in foreign and second language teacher education - integrating research orientation and mobile technologies in teacher education". The intended objective and methodological approach of the dissertation project represent innovation in the field of second and foreign language teacher education field. The benefits of our findings are expected to be twofold: firstly, in the area of curriculum development, the creation of a study program that links theory and practice, and secondly, the production of design principles that could inform similar educational endeavors.
Teachers are key figures in the education system. They face complex challenges in a constantly evolving society. The following research project aims at developing an educational intervention that promotes second and foreign language teachers' continuing professional development (CPD). Based on a theoretical framework of CPD in the context of second and foreign language teacher education, a research oriented study program that incorporates transnational collaboration and mobile learning will be designed for prospective language teachers at the Institute of Romance Studies at the University of Kiel and four other Higher Education Institutions across Europe (DE, UK, SE, ES). This study program will be designed, implemented, evaluated and further developed along three cycles following the educational design research approach. The present study takes place within the international Erasmus+ project ProPIC: "Promoting professionalism, innovation and transnational collaboration in foreign and second language teacher education - integrating research orientation and mobile technologies in teacher education". The intended objective and methodological approach of the dissertation project represent innovation in the field of second and foreign language teacher education field. The benefits of our findings are expected to be twofold: firstly, in the area of curriculum development, the creation of a study program that links theory and practice, and secondly, the production of design principles that could inform similar educational endeavors.
Oesterle, M. (in progress). A professional transient community: an ethnographic case study in the field of language teacher education
Supervisor: Prof. Götz Schwab (Pädagogische Hochschule Karlsruhe, Germany)
This thesis focuses a professional transient community (Mortensen 2017) of 17 professionals, namely an international group of 17 teacher educators from the field of language teacher education, currently representing the consortium of an Erasmus+ project, the proPIC project. Collecting multimodal data in course of the proPIC project, I intend understand how this transient, partly multilingual community is formed and developed, in course of a 3-year Erasmus+ project. To answer my research question I intend to approach it using Mediated Discourse Analysis (Scollon 2001; Scollon & Scollon 2004), further adopting elements of the Interactional Sociolinguistics Method (Gumperz 1991). This PhD is based on ethnographic fieldnotes, video and audio recordings of naturally occurring interactions in the context of the proPIC project, and interviews conducted with all participating project members, as well as a choice of data collected through online communication channels (e.g. Slack).
References
Gumperz, J. J. (1991). On interactional sociolinguistic method. In Sarangi, S. & Roberts, C. (Eds.), Talk, Work and Institutional Order. Discourse in Medical, Mediation and Management Settings (pp. 453-471). Berlin/New York: de Gruyter.
Mortensen, J. (2017). Transient Multilingual Communities as a Field of Investigation: Challenges and Opportunities. Journal of Linguistic Anthropology 27/3: 271-288.
Scollon, R. (2001). Mediated Discourse: The nexus of practice. London, UK: Routledge.
Scollon, R. & Scollon (2004). Nexus analysis: Discourse and the emerging internet. New York, NW: Routledge.
This thesis focuses a professional transient community (Mortensen 2017) of 17 professionals, namely an international group of 17 teacher educators from the field of language teacher education, currently representing the consortium of an Erasmus+ project, the proPIC project. Collecting multimodal data in course of the proPIC project, I intend understand how this transient, partly multilingual community is formed and developed, in course of a 3-year Erasmus+ project. To answer my research question I intend to approach it using Mediated Discourse Analysis (Scollon 2001; Scollon & Scollon 2004), further adopting elements of the Interactional Sociolinguistics Method (Gumperz 1991). This PhD is based on ethnographic fieldnotes, video and audio recordings of naturally occurring interactions in the context of the proPIC project, and interviews conducted with all participating project members, as well as a choice of data collected through online communication channels (e.g. Slack).
References
Gumperz, J. J. (1991). On interactional sociolinguistic method. In Sarangi, S. & Roberts, C. (Eds.), Talk, Work and Institutional Order. Discourse in Medical, Mediation and Management Settings (pp. 453-471). Berlin/New York: de Gruyter.
Mortensen, J. (2017). Transient Multilingual Communities as a Field of Investigation: Challenges and Opportunities. Journal of Linguistic Anthropology 27/3: 271-288.
Scollon, R. (2001). Mediated Discourse: The nexus of practice. London, UK: Routledge.
Scollon, R. & Scollon (2004). Nexus analysis: Discourse and the emerging internet. New York, NW: Routledge.
