Learning to teach world language online during Covid‐19 pandemic
A phenomenographic study
Bibliographic Data
| ID | 8937201 |
|---|---|
| Authors | Mingzhu Deng (0000-0001-9877-4247, Department of Educational Transformation, Graduate School of Arts and Sciences Georgetown University Washington District of Columbia USA, corresponding author), Sandro R Barros (0000-0002-5056-052X, Michigan State University), Sandro Barros (Department of Teacher Education Michigan State University East Lansing Michigan USA) |
| Year | 2023 |
| Volume | 57 |
| Issue | 2 |
| Pages | 382-402 |
| Publication date | 2023-09-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12729 |
| OpenAlex | W4387013746 |
| Language | EN |
| References cited | 35 |
This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID‐19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching videos were analyzed to better understand the emotional, pedagogical, and conceptual meaning‐making processes that language teaching in and through the online space entailed. Through a phenomenographic analysis of the data, this study probed into the distinct perceptions of pedagogical space that emerged from the participants' online teaching experience. Findings suggest that while PSTs felt distant from their students, emotionally exhausted, and limited in what they could do instructionally, they also developed pedagogical problem‐solving and decision‐making skills that showcased the agency of the online space shaping novice teacher's beliefs and practices. Implications for world language teacher education curriculum are discussed, including the potential effects of cocurricular online teaching experiences facilitating PST's attunement to the agency of space both online and in physical classrooms
Affordance · Agency (philosophy · Attunement · Curriculum · Linguistics · Mathematics education · Meaning (existential · Pedagogy · Phenomenography · Sociology · Space (punctuation) · Teacher education · Education and Technology Integration · Educational Environments and Student Outcomes · Psychology · Teacher Education and Leadership Studies
Computer‐Assisted Language Learning Effectiveness Research
Schoolteacher
Places of Learning
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
Technological Pedagogical Content Knowledge
Covid-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher
Online teaching placement during the Covid-19 pandemic in Chile
Online Teaching in K-12 Education in the United States
Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the Covid-19 Pandemic
Remote teaching during Covid-19
Digital natives
Planned online language education versus crisis‐prompted online language teaching
Offering Preservice Teachers Field Experiences in K-12 Online Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |