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Online professional development and intercultural competence: A qualitative study of EFL teachers' learning processes and outcomes.

機(jī)譯：在線專業(yè)發(fā)展和跨文化能力：對(duì)EFL教師的學(xué)習(xí)過程和結(jié)果的定性研究。

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摘要

Foreign language ability, global awareness, and intercultural communication skills are considered increasingly important for economic, civic, and social participation in the 21st century (American Council on Education, 2007; Committee for Economic Development, 2006a; Council of Chief State School Officers, 2006). In keeping with this call, today's foreign language teachers are expected to exhibit sophisticated capacities related to intercultural communication in order to develop students as self- and globally-aware participants in global societies (McCloskey, 2007). This suggests a need for greater teacher professional development (TPD) in this area. Recent studies of TPD innovations (Barnett, Keating, Harwood, & Saam, 2002; Harlen & Doubler, 2004; Wiske, Perkins, & Eddy Spicer, 2006) indicate that online learning offers teachers powerful opportunities to develop sophisticated understandings about practice. However, little of the empirical research has investigated foreign language TPD or intercultural competencies, partly because there are few opportunities addressing those audiences and priorities.;This study reveals that foreign language teachers, even in an interculturally rich environment, do not readily seize opportunities to advance their own ICC. However, this study also suggests that online TPD that unites teachers across cultures around the shared purpose of promoting intercultural learning offers many powerful opportunities to cultivate the teachers' ICC and related pedagogical competencies. Careful choices about TPD design and implementation could lead teacher-learners more directly towards these outcomes.;I conclude by discussing recommendations for such choices with reference to a revised version of the analytic framework, based on this study's findings.;I studied one such opportunity, an online course for foreign language teachers from around the world that prepared them to facilitate intercultural learning opportunities for the students. I investigated the dimensions of intercultural communicative competence (ICC), as defined by Byram (1997), that eighteen teacher-learner participants displayed and/or developed through participation in this online TPD course, as well as their pedagogical knowledge about cultivating ICC in students. I also analyzed the features of the course's design and implementation that appeared to promote these displays and developments of intercultural and pedagogical competence. I studied these features in terms of an original analytic framework for effective ICC-related TPD (McCloskey, 2007).
機(jī)譯：外語能力，全球意識(shí)和跨文化交流技能被認(rèn)為對(duì)21世紀(jì)的經(jīng)濟(jì)，公民和社會(huì)參與越來越重要（美國教育委員會(huì)，2007年；經(jīng)濟(jì)發(fā)展委員會(huì)，2006a；首席州立學(xué)校官員委員會(huì)，2006年） ）。為了跟上這一呼吁，當(dāng)今的外語教師應(yīng)表現(xiàn)出與跨文化交流相關(guān)的先進(jìn)能力，以發(fā)展學(xué)生成為全球社會(huì)中具有自我和全球意識(shí)的參與者（McCloskey，2007）。這表明在此領(lǐng)域需要更大的教師專業(yè)發(fā)展（TPD）。 TPD創(chuàng)新的最新研究（Barnett，Keating，Harwood和Saam，2002年； Harlen和Doubler，2004年； Wiske，Perkins和Eddy Spicer，2006年）表明，在線學(xué)習(xí)為教師提供了強(qiáng)大的機(jī)會(huì)，使他們對(duì)實(shí)踐有了深入的了解。但是，很少有實(shí)證研究對(duì)外語TPD或跨文化能力進(jìn)行調(diào)查，部分原因是解決這些受眾和重點(diǎn)的機(jī)會(huì)很少。該研究表明，即使在跨文化的環(huán)境中，外語教師也不容易抓住機(jī)會(huì)推進(jìn)自己的ICC。但是，這項(xiàng)研究還表明，圍繞促進(jìn)跨文化學(xué)習(xí)的共同目標(biāo)，將跨文化的教師團(tuán)結(jié)在一起的在線TPD，為培養(yǎng)教師的ICC和相關(guān)的教學(xué)能力提供了許多強(qiáng)大的機(jī)會(huì)。關(guān)于TPD設(shè)計(jì)和實(shí)施的謹(jǐn)慎選擇可以使教師更直接地朝著這些結(jié)果發(fā)展。；最后，我根據(jù)本研究的發(fā)現(xiàn)，參考分析框架的修訂版，討論了針對(duì)這些選擇的建議。 ，這是面向來自世界各地的外語老師的在線課程，旨在幫助他們?yōu)閷W(xué)生提供跨文化學(xué)習(xí)的機(jī)會(huì)。我調(diào)查了Byram（1997）定義的跨文化交際能力（ICC）的維度，通過參加此在線TPD課程展示和/或發(fā)展了18名師生，以及他們關(guān)于在學(xué)生中培養(yǎng)ICC的教學(xué)知識(shí)。我還分析了課程設(shè)計(jì)和實(shí)施的功能，這些功能似乎可以促進(jìn)這些展示和跨文化和教學(xué)能力的發(fā)展。我根據(jù)有效的ICC相關(guān)TPD的原始分析框架研究了這些功能（McCloskey，2007年）。

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  • 作者

    McCloskey, Erin M.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Education Bilingual and Multicultural.;Education Technology of.;Education Teacher Training.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁碼 234 p.
  • 總頁數(shù) 234
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關(guān)鍵詞

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