Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective

This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particula...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Victoria Antoniadou
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2011
Materias:	telecollaboration teacher education Sociocultural-historical theory activity Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/e2978b419e9e4ff6b07e9a7346e04133
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:e2978b419e9e4ff6b07e9a7346e04133
record_format	dspace
spelling	oai:doaj.org-article:e2978b419e9e4ff6b07e9a7346e041332021-11-25T13:23:24ZVirtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective10.5565/rev/jtl3.4242013-6196https://doaj.org/article/e2978b419e9e4ff6b07e9a7346e041332011-10-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/424https://doaj.org/toc/2013-6196 This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particularly the construct of Zone of Proximal Development (ZPD) in a collaborative frame serve as the theoretical basis of this study. This article aims to: (1) analyze the essentially language-mediated interactions to trace instantiations of virtual collaboration developmentally (2) discuss teacher learning outcomes of the (tele)collaborative activity, and (3) examine learning as expansion of what was explicitly proposed as objectives of the course, resulting from reasoned action i.e., reflection on the process and outcomes of the activity. The findings suggest that the effective integration of telecollaborative activities in pre-service teacher education programmes can enhance teacher learning in significant ways. Victoria AntoniadouUniversitat Autònoma de Barcelonaarticletelecollaborationteacher educationSociocultural-historical theoryactivitySpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 4, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	telecollaboration teacher education Sociocultural-historical theory activity Special aspects of education LC8-6691 Language and Literature P
spellingShingle	telecollaboration teacher education Sociocultural-historical theory activity Special aspects of education LC8-6691 Language and Literature P Victoria Antoniadou Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
description	This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particularly the construct of Zone of Proximal Development (ZPD) in a collaborative frame serve as the theoretical basis of this study. This article aims to: (1) analyze the essentially language-mediated interactions to trace instantiations of virtual collaboration developmentally (2) discuss teacher learning outcomes of the (tele)collaborative activity, and (3) examine learning as expansion of what was explicitly proposed as objectives of the course, resulting from reasoned action i.e., reflection on the process and outcomes of the activity. The findings suggest that the effective integration of telecollaborative activities in pre-service teacher education programmes can enhance teacher learning in significant ways.
format	article
author	Victoria Antoniadou
author_facet	Victoria Antoniadou
author_sort	Victoria Antoniadou
title	Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
title_short	Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
title_full	Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
title_fullStr	Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
title_full_unstemmed	Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective
title_sort	virtual collaboration, ‘perezhivanie’ and teacher learning: a socio-cultural-historical perspective
publisher	Universitat Autònoma de Barcelona
publishDate	2011
url	https://doaj.org/article/e2978b419e9e4ff6b07e9a7346e04133
work_keys_str_mv	AT victoriaantoniadou virtualcollaborationperezhivanieandteacherlearningasocioculturalhistoricalperspective
_version_	1718413469969022976

Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective

Ejemplares similares