The multiple roles of the task design mediator in telecollaboration
This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’...
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| Veröffentlicht in: | ReCALL (Cambridge, England) England), 2017-09, Vol.29 (3), p.239-256 |
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| creator | Fuchs, Carolin Snyder, Bill Tung, Bruce Jung Han, Yu |
| description | This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer. |
| doi_str_mv | 10.1017/S0958344017000088 |
| format | Article |
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The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. 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The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer.</description><subject>Action Research</subject><subject>Asian Americans</subject><subject>Beginning Teachers</subject><subject>Case Studies</subject><subject>Chinese Americans</subject><subject>Chinese languages</subject><subject>Classroom communication</subject><subject>Classrooms</subject><subject>Collaboration</subject><subject>Computer assisted language learning</subject><subject>Computer Mediated Communication</subject><subject>Decision making</subject><subject>Educational technology</subject><subject>English (Second Language)</subject><subject>English as a second language instruction</subject><subject>Ethnography</subject><subject>Feedback</subject><subject>Feedback (Response)</subject><subject>Foreign Countries</subject><subject>Foreign languages</subject><subject>Human Capital</subject><subject>Human communication</subject><subject>Instructional Design</subject><subject>Interviews</subject><subject>Language</subject><subject>Lifelong Learning</subject><subject>Pedagogical Content Knowledge</subject><subject>Professional relationships</subject><subject>Regular papers</subject><subject>Second Language Instruction</subject><subject>Second Language Learning</subject><subject>Second language teachers</subject><subject>Semi Structured Interviews</subject><subject>Social Capital</subject><subject>Sociocultural Patterns</subject><subject>Student teacher relationship</subject><subject>Student Teachers</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Teacher education</subject><subject>Teacher Role</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Technological 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England)</jtitle><addtitle>ReCALL</addtitle><date>2017-09</date><risdate>2017</risdate><volume>29</volume><issue>3</issue><spage>239</spage><epage>256</epage><pages>239-256</pages><issn>0958-3440</issn><eissn>1474-0109</eissn><abstract>This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. 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| source | Cambridge University Press Journals Complete |
| subjects | Action Research Asian Americans Beginning Teachers Case Studies Chinese Americans Chinese languages Classroom communication Classrooms Collaboration Computer assisted language learning Computer Mediated Communication Decision making Educational technology English (Second Language) English as a second language instruction Ethnography Feedback Feedback (Response) Foreign Countries Foreign languages Human Capital Human communication Instructional Design Interviews Language Lifelong Learning Pedagogical Content Knowledge Professional relationships Regular papers Second Language Instruction Second Language Learning Second language teachers Semi Structured Interviews Social Capital Sociocultural Patterns Student teacher relationship Student Teachers Students Teacher Attitudes Teacher education Teacher Role Teacher Student Relationship Teachers Teaching Teaching Methods Technological Literacy Telecommunications Triangulation Video Technology |
| title | The multiple roles of the task design mediator in telecollaboration |
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