Contextual Factors of Online Teacher Education in TESOL: An Activity Theory Perspective

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Author(s): Dong-shin Shin (University of Cincinnati, USA)
Copyright: 2018
Pages: 14
Source title: Applications of CALL Theory in ESL and EFL Environments
Source Author(s)/Editor(s): James Perren (Alliant International University, USA), Kenneth B. Kelch (Alliant International University, USA), Jin-suk Byun (Alliant International University, USA), Seth Cervantes (Alliant International University, USA)and Setareh Safavi (Alliant International University, USA)
DOI: 10.4018/978-1-5225-2933-0.ch005

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

The chapter introduces a case study of online language teacher education in a TESOL master's course. Drawing on sociocultural theories, it aims to investigate the patterns of interactions among students and the instructor in online teacher training, and factors that shape the efficacy of quality online language teacher education. Various domains of data were collected and analyzed using analytical codes such as employed tools, participation patterns, rules of interactions, divisions of labor among participants, and goals. The findings suggest that the teacher trainee participants increased active participation among themselves, promoting mutually supportive relationships. The students' participation and learning outcomes were shaped by the learning communities they built, along with diverse pedagogical interests and different perceptions of collaborative work.

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Contextual Factors of Online Teacher Education in TESOL: An Activity Theory Perspective

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