Teacher training in a synchronous cyber face-to-face classroom: characterizing and supporting the online teachers' learning process
Teacher training in a synchronous cyber face-to-face classroom: characterizing and supporting the online teachers' learning process
复制标题
DOI：
10.1080/09588221.2010.493523
复制
发表时间：
2010-01-01
影响因子：
7
通讯作者：
Levy, Mike
中科院分区：
文献类型：
--
作者：
Wang, Yuping;Chen, Nian-Shing;Levy, Mike
本文讨论了语言教师在网络面授教师培训项目中的学习过程。八名大专中文教师参加了为期十二周的培训课程，在一个以多媒体为基础的在线同步学习环境中进行，口头和视觉互动。这里使用“网络面对面”一词来描述这种环境，因为它既类似于也不同于物理面对面环境。本文讨论了一个两阶段的计划，为期四周的在线平台培训（第一阶段），然后是为期八周的在线教学实践和观察（第二阶段），从2006年11月至2007年2月进行。在整个项目中收集的数据表明，学习曲线可以最好地分为四个阶段：“哇”阶段，“哦哦”阶段，焦虑阶段和内化阶段。本文重点介绍了学员如何通过这四个阶段的进展，并介绍了他们的学习是如何支持在每个阶段通过行动，反思和改进的循环方法。这四个阶段的特征不仅有助于我们了解实习教师如何学习在线教学，并应对这种新的教学形式所带来的挑战和潜力，而且还有助于培训师确定应该教授哪些知识和技能，以及应该在过程中的哪些点提供哪些支持。
This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber face-to-face" is used here to describe this environment as it both resembles and differs from the physical face-to-face environment. This article discusses a two-phased program with a four-week online platform training ( Phase 1) followed by an eight-week online teaching practice and observation ( Phase 2), conducted from November 2006 to February 2007. Data collected throughout the program indicate a learning curve that could best be characterized by four stages the "wow" stage, the "oh-oh" stage, the anxious stage, and the internalizing stage. This article focuses on how the trainees progressed through these four stages, and describes how their learning was supported in each stage through a cyclic approach of action, reflection, and improvement. The characterization of the four stages not only helps us to capture how trainee teachers learn about teaching online, and respond to the challenges and potentials this new form of teaching presents, but also helps the trainer to determine what knowledge and skills should be taught and what kinds of support should be provided at what points in the process.