Abstract
Pre-service teachers of English as a foreign language (EFL) in a teacher-training
college in central Israel and a university in Germany teamed up to create an online, inter-cultural, collaborative learning experience. The goals of the experience were three-fold: first, to give the student teachers an authentic opportunity to learn about and work with international peers and increase their understanding of teaching EFL in other countries; second, to provide an online collaboration experience demonstrating ways in which technology can be used in education to transcend classroom walls; and third, to enhance the pre-service teachers’ self-efficacy to facilitate online projects in the future.
The collaboration involved an international Project Based Learning Task
(PBLT) in which intensive communication occurred between the Israeli and
German students over a period of five weeks. During this time, they compare and contrasted facets of their respective cultures and specific aspects of teaching, testing, and learning EFL in their education systems.
This chapter reports on research involving the Israeli students based in part on
quantitative data collected in a survey distributed both pre- and post-collaboration as well as on qualitative data collected via personal interviews conducted with the students following the collaboration. The findings show that online collaboration experience integrated into teacher training contributes to teacher development.
college in central Israel and a university in Germany teamed up to create an online, inter-cultural, collaborative learning experience. The goals of the experience were three-fold: first, to give the student teachers an authentic opportunity to learn about and work with international peers and increase their understanding of teaching EFL in other countries; second, to provide an online collaboration experience demonstrating ways in which technology can be used in education to transcend classroom walls; and third, to enhance the pre-service teachers’ self-efficacy to facilitate online projects in the future.
The collaboration involved an international Project Based Learning Task
(PBLT) in which intensive communication occurred between the Israeli and
German students over a period of five weeks. During this time, they compare and contrasted facets of their respective cultures and specific aspects of teaching, testing, and learning EFL in their education systems.
This chapter reports on research involving the Israeli students based in part on
quantitative data collected in a survey distributed both pre- and post-collaboration as well as on qualitative data collected via personal interviews conducted with the students following the collaboration. The findings show that online collaboration experience integrated into teacher training contributes to teacher development.
| Original language | English |
|---|---|
| Title of host publication | Collaborative Learning in a Global World |
| Editors | Miri Shonfeld, David Gibson |
| Place of Publication | Charlotte, North Carolina |
| Publisher | Information Age Publishing Inc. |
| Chapter | 13 |
| Pages | 195-210 |
| Number of pages | 16 |
| ISBN (Electronic) | 9781641134675 |
| ISBN (Print) | 9781641134651 |
| State | Published - 2019 |
| Externally published | Yes |
Publication series
| Name | Literacy, Language and Learning |
|---|