The Application of Telecollaboration Principles Japanese Teacher Training

这份报告结束了一项为期三年的定性研究的最后部分，该研究调查了日语教师和非母语日本学生在日本当地社区中心学习日语所积累的文化和个人利益。当某一特定文化的个人数量增加并彼此接近地居住在外国时，一个常见的现象是，当地语言的必要性在价值上减少了。然而，语言课的主要作用可能在跨文化发展和理解方面发挥重要作用。这项研究由志愿者日语教师和一群非日语国家的人组成，他们主要是巴西人，他们的工作条件和日常生活不需要广泛的日语熟练程度。讲师是主要的促进者，需要高水平的日语沟通技能，以促进所有参与者之间的互动多文化意识。教师志愿者必须成为良好的沟通者，理解学习者，具有创造性，这包括三个主要任务。学生被要求通过电子邮件发送他们的课堂作业，教师培训者依次向学生发送反馈，最后，教师培训者将学生的评论带到课堂上，并将其作为对话的基础。这些活动的主要目标是提高创造性人际关系的能力，发展有效的群体、有效的群体动力，促进对教育价值和个人学习方式的重新评估。

This report concludes the final part of a three-year qualitative study investigating the cultural and personal benefits accrued by Japanese language teachers and non-native Japanese students learning Japanese at a local community center in Japan. A common phenomenon that occurs when individuals of a particular culture increase in number and reside close to one another in a foreign country is that necessity of the local language diminishes in value. However, the role of language classes main may play an important role as a focal point for cross-cultural development and understanding.This study consisted of volunteer Japanese instructors and a group of non-Japanese speakers, mainly Brazilians, whose work conditions and daily life did not require extensive Japanese language proficiency. The instructors were the essential facilitators and required a high level of Japanese communication skills to promote interactive multicultural awareness between all participants. It was essential that the teacher-volunteers be good communicators, understand the learners, have creative that consisted of three main tasks. The students were required to send their class assignments by e-mail, the teacher trainers in turn sent students feedback, and finally, the teacher trainers brought student comments to class and used these as the basis of conversation. The main goal of these activites was to increase the ability of creative human relations and develop effective group effective group dynamics that fostered the reassessment of educational values and personal learning styles.