Learning to teach world language online during COVID-19 pandemic: A phenomenographic study

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2023-09-25 DOI:10.1111/flan.12729

Mingzhu Deng, Sandro Barros

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引用次数: 0

Abstract

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.

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在 COVID-19 大流行期间学习在线世界语言教学：现象学研究

本研究考察了一批世界语言职前教师（PSTs）在线临床经验中不同的空间概念。本研究旨在揭示在 COVID-19 大流行期间，在职教师重新定义教学空间意义的过程中，在线空间的可承受性和局限性。研究分析了职前教师的自述写作、日志和教学视频，以更好地理解在网络空间中和通过网络空间进行语言教学所涉及的情感、教学和概念意义生成过程。通过对数据进行现象学分析，本研究探究了参与者在线教学经验中对教学空间的独特认识。研究结果表明，虽然新手教师感到与学生距离遥远、情感疲惫、教学能力有限，但他们也发展了教学问题解决和决策技能，展示了网络空间对新手教师的信念和实践的影响。本文讨论了对世界语言教师教育课程的启示，包括共同课程在线教学经验对促进新手教师在网络和实体教室中适应空间代理的潜在影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.