Abstract
This chapter presents videorecorded data from two student-teacher groups involved in a network-based exchange between two universities, one in Spain and the other in the USA. The student-teachers are in online meetings, discussing and planning a telecollaborative teaching sequence aimed at primary and secondary language students. The pedagogical aim of the collaborative online activity was for them to learn how and eventually integrate technology for similar purposes into their own teaching. Knowing how to communicate, interact and collaborate with others from around the world, both in-person and digitally (facilitated through communication technology) is essential for what has been termed global competence; and acquisition of this competence must be integrated into teacher education (OECD, PISA 2018 results (volume VI): Are students ready to thrive in an interconnected world? PISA. OECD Publishing, 2020). This chapter analyses the data to identify interactional moves associated with mutually supported collaborative online learning.
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Dooly, M. (2023). Learning to Collaborate Through Telecollaboration: Key Knowledge for Novice Teachers in Today’s World. In: Sadeghi, K., Thomas, M. (eds) Second Language Teacher Professional Development. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12070-1_13
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