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Communication Dans Un Congrès Année : 2016

Internet-based collaborative work groups to foster pre-service language teacher autonomy

Résumé

This talk deals with an online Franco-German project aiming at fostering pre-service language teacher (PSLT) autonomy. In this project, 54 PSLTs were led to complete online collaborative tasks, designed to have them reflect on how emotions may affect teacher identity development; in this project, “autonomy” was considered as an affordance, as the collaborative and tutored learning environment was devised to have the PSLTs engage with their peers in a self-awareness raising process. Two hypotheses were formed: collaborative activities may promote skill development (project management, ICT use, intercultural skills...); digital tools help build communities of practice able to develop a sense of autonomy. Action research is in progress. The first results suggest that the collaborative tasks encouraged both autonomy and social cohesion among all participants; the results also highlight institutional and human obstacles, particularly as regards the retrieval and analysis of video excerpts showing the PSLTs in actual teaching situations.
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Dates et versions

halshs-01283593 , version 1 (05-03-2016)

Identifiants

  • HAL Id : halshs-01283593 , version 1

Citer

Cédric Brudermann, Jose Ignacio Aguilar Río, Dagmar Abendroth-Timmer. Internet-based collaborative work groups to foster pre-service language teacher autonomy. Learner autonomy Learners, teachers and researchers in action., LASIG, Antwerp University, Mar 2016, Antwerp, Belgium. ⟨halshs-01283593⟩
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