{"title":"交互式在线TESOL实习课程对英语教师专业成长的影响","authors":"Kim Song","doi":"10.4018/IJTEPD.2019010106","DOIUrl":null,"url":null,"abstract":"This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"11 1","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth\",\"authors\":\"Kim Song\",\"doi\":\"10.4018/IJTEPD.2019010106\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.\",\"PeriodicalId\":29712,\"journal\":{\"name\":\"International Journal of Teacher Education and Professional Development\",\"volume\":\"11 1\",\"pages\":\"\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Teacher Education and Professional Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/IJTEPD.2019010106\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Teacher Education and Professional Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/IJTEPD.2019010106","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth
This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.
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