When Teacher Education Goes Mobile: A Study on Complex Emergence

Q3 Arts and Humanities

Revista Brasileira de Linguistica Aplicada Pub Date : 2020-06-01 DOI:10.1590/1984-6398201914819

Junia Braga, A. C. S. Martins

引用次数: 3

Abstract

ABSTRACT The popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study1 seeks to better understand the dynamics of a social group, especially the conditions for the emergence of learning in a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences.

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当教师教育走向流动：关于复杂涌现的研究

移动设备的普及给教师教育带来了新的挑战。基于复杂性理论，本定性研究1试图更好地理解社会群体的动态，特别是在移动教育体验中学习的出现条件。巴西的60名在职教师通过WhatsApp参加了为期六周的课程。问卷调查的答案和教师互动产生的语料库分析表明，设备的移动性有利于互动、控制分布和社会可能性的保留。研究结果还表明，教师认识到移动技术在中介学习体验方面的潜力。

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

Revista Brasileira de Linguistica Aplicada Arts and Humanities-Language and Linguistics

CiteScore

0.60

自引率

0.00%

发文量

审稿时长

21 weeks

期刊介绍： The Revista Brasileira de Linguística Aplicada, a non-profitable publication, is a peer-reviewed quarterly journal with the mission to encourage research in the field of Applied Linguistics. Founded in 2001, the journal welcomes articles that address the many complex phenomena of language-related real life problems, concerning language use in different contexts or language learning. The journal also publishes reviews and interviews and two issues a year focus on a specific theme in the field. The journal is sponsored by UFMG Program of Linguistics Studies (POSLIN) and the research agency. Authors are free of charge.