Cover not available

In:Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 67–90

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 4
‘We will have to remember this as teachers’

A micro-analytical approach to student-teacher online interaction and teacher identity

 | Universitat Autònoma de Barcelona
Published online: 20 January 2022
DOI logo with link
https://doi.org/10.1075/lllt.57.04doo
Abstract
Applying interaction analysis to transcriptions of online meetings held weekly over a ten-week period between two groups of student-teachers, this chapter considers how telecollaboration (also known as Virtual Exchange) in teacher education can support the development of teachers’ digital competences and teacher identity through peer-supported online collaboration. The analysis shows how sustained use of online collaborative learning allows for moments of alignment and misalignment (dissonance) that afford learning opportunities for the participants as they become increasingly participative and cohesive in their online professional community.
Article outline
  • Development of VE teacher identities
  • Identity negotiation explored through interaction analysis
  • Context
    • Telecollaboration/virtual exchange
    • Class description and study participants
    • Data analysis through a multimodal interactional approach
  • Ongoing development of VE teacher competences and identity
    • Analysis 1: Meeting 1
    • Analysis 2: Meeting 4
    • Analysis 3: Meeting 7
    • Analysis 4: Meeting 9
  • Discussion
  • Conclusion
  • Acknowledgements
  • References
  • Transcription key
References (50)
References
Antoniadou, V. (2011). Using activity theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(3), 233–251. Google Scholar logo with link to Google Scholar
Balaman, U., & Sert, O. (2017). The coordination of online L2 interaction and orientations to task interface for epistemic progression. Journal of Pragmatics 115, 115–129. Google Scholar logo with link to Google Scholar
Baxter, J. A. (2012). The impact of professional learning on the teaching identities of higher education lecturers. The European Journal of Open, Distance and E-Learning, 15(10), 1–11.Google Scholar logo with link to Google Scholar
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. Google Scholar logo with link to Google Scholar
Beijaard, D. (2019). Teacher learning as identity learning: models, practices, and topics, Teachers and Teaching, 25(1), 1–6. Google Scholar logo with link to Google Scholar
Cheung, Y. L., Ben Said, S., & Park, K. (Eds.). (2015). Advances and current trends in language teacher identity research. Routledge.Google Scholar logo with link to Google Scholar
Clandinin, D. J., & Husu, J. (2017). The Sage handbook of research on teacher education. Sage. Google Scholar logo with link to Google Scholar
Delaney, K. K. (2015). Dissonance for understanding: Exploring a new theoretical lens for understanding teacher identity formation in borderlands of practice. Contemporary Issues in Early Childhood, 16(4), 374–389. Google Scholar logo with link to Google Scholar
Dooly, M. (2013). Speaking like a ‘glocal’: Using computer-mediated communication in language teacher education to promote network learning. In S. Ben Said & L. Jun Zhang (Eds.) Language teachers and teaching: Global perspectives, local initiatives (pp. 237–255). Routledge.Google Scholar logo with link to Google Scholar
Dooly, M., & Tudini, V. (2016). 'Now we are teachers': The role of small talk in student language teachers' telecollaborative task development. Journal of Pragmatics, 102, 38-53. Google Scholar logo with link to Google Scholar
Dooly, M. & O’Dowd, R. (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practices. In M. Dooly & R. O’Dowd (Eds.), In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pp. 11–34). Peter Lang.Google Scholar logo with link to Google Scholar
Dooly, M., & Sadler, R. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4–24. Google Scholar logo with link to Google Scholar
Ensor, S., Kleban, M., & Christine Rodrigues, C. (2017). Telecollaboration: Foreign language teachers (re)defining their role. Alsic, 20(2), 1–40. Google Scholar logo with link to Google Scholar
EVALUATE Group. (2019). Evaluating the impact of virtual exchange on initial teacher education: A European policy experiment. Research-publishing.net.
Evans, B., & Fitzgerald, R. (2017). The categorial and sequential work of ‘embodied mapping’ in basketball coaching. Journal of Pragmatics, 118, 81–98. Google Scholar logo with link to Google Scholar
Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration, Language Learning & Technology, 23(3), 74–97. https://doi.org/10125/44697Google Scholar logo with link to Google Scholar
Goffman, E. (1963). Stigma. Penguin.Google Scholar logo with link to Google Scholar
(1981). Forms of talk. University of Pennsylvania Press.Google Scholar logo with link to Google Scholar
(1981). Forms of talk. Blackwell.Google Scholar logo with link to Google Scholar
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. Google Scholar logo with link to Google Scholar
Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2), 166–185. Google Scholar logo with link to Google Scholar
Hamel, F., & Ryken, A. (2010). Rehearsing professional roles in community: Teacher identity development in a school-university partnership. Teacher Development, 14(3), 335–350. Google Scholar logo with link to Google Scholar
Hauck, M., Galley, R., & Warnecke, S. (2016). Researching participatory literacy and positioning in online learning communities. In F. Farr & L. Murray (Eds), The Routledge handbook of language learning and technology (pp. 71–87). Routledge.Google Scholar logo with link to Google Scholar
Helm, F. (2018). Emerging identities in virtual exchange. Research-publishing.net. Google Scholar logo with link to Google Scholar
Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language & Social Interaction, 45(1), 1–29. Google Scholar logo with link to Google Scholar
Heritage, J., & Raymond, G. (2012). Navigating epistemic landscapes. In J. -P. de Ruiter (Ed.), Questions – Formal, functional and interactional perspectives (pp. 179–193). Cambridge University Press. Google Scholar logo with link to Google Scholar
Ibrahim, N. (2016). Enacting identities: Children’s narratives on person, place and experience in fixed and hybrid spaces. Education Inquiry, 7(1), 69–91. Google Scholar logo with link to Google Scholar
Jefferson, G. (1988) On the sequential organization of troubles talk in ordinary conversation. Social Problems, 35(4), 418–442. Google Scholar logo with link to Google Scholar
Johnson, H., Ehrlich, S., Watts-Taffe, S., & Williams, C. (2014). Who am I here? Disrupted identities and gentle shifts when teaching in cyberspace. Journal of Instructional Research, 3, 43–54.Google Scholar logo with link to Google Scholar
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39–103. Google Scholar logo with link to Google Scholar
Kayi-Aydar, H. (2017). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 18(1), 4–18. Google Scholar logo with link to Google Scholar
Kehrwald, B. (2010). Being online: Social presence as subjectivity in online learning. London Review of Education, 8(1), 39–50. Google Scholar logo with link to Google Scholar
Kurek, M., & Müller-Hartmann, A. (2019). The formative role of teaching presence in blended Virtual Exchange. Language Learning & Technology, 23(3), 52–73. https://doi.org/10125/44696Google Scholar logo with link to Google Scholar
Lantz-Andersson, A. (2018). Language play in a second language: Social media as contexts for emerging sociopragmatic competence. Education and Information Technologies, 23(2), 705–724. Google Scholar logo with link to Google Scholar
Leeferink, H., Koopman, M., Beijaard, D., & Schellings, G. L. M. (2019). Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching, 25(1), 69–89. Google Scholar logo with link to Google Scholar
Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822–839. Google Scholar logo with link to Google Scholar
Luehmann, A. L., & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: Learning reform through blogging. Educational Media International, 45(4), 323–333. Google Scholar logo with link to Google Scholar
McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education. Allyn and Bacon.Google Scholar logo with link to Google Scholar
Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education, 67, 352-360. Google Scholar logo with link to Google Scholar
Pavlenko A., & Blackledge A. (2004). Negotiation of identities in multilingual contexts. Multilingual Matters. Google Scholar logo with link to Google Scholar
Reinhardt, R., & Chen, H-I. (2013). An ecological analysis of social networking site-mediated identity development. In M-N. Lamy & K. Zourou (Eds.) Social networking for language education (pp. 11-30). Springer. Google Scholar logo with link to Google Scholar
Richardson, J. C., & Alsup, J. (2015). From the classroom to the keyboard: How seven teachers created their online teacher identities. International Review of Research in Open and Distributed Learning, 16(1), 142–167. Google Scholar logo with link to Google Scholar
Satar, H., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595–613. Google Scholar logo with link to Google Scholar
Schaefer, L., & Clandinin, D. J. (2019). Sustaining teachers’ stories to live by: Implications for teacher education. Teachers and Teaching, 25(1), 54–68. Google Scholar logo with link to Google Scholar
Schegloff, E. A. (2006). Interaction: The infrastructure for social institutions, the natural ecological niche for language, and the arena in which culture is enacted. In N. J. Enfield & S. C. Levinson (Eds.), Roots of human society (pp. 70–96). Berg.Google Scholar logo with link to Google Scholar
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55(1), 8–24. Google Scholar logo with link to Google Scholar
Ten Have, P. (2002). The notion of member is the heart of the matter: On the role of membership knowledge in ethnomethodological inquiry. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(3), 1–19. Google Scholar logo with link to Google Scholar
Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge University Press. Google Scholar logo with link to Google Scholar
Thanaraj, A. (2016). Making a transition: The development of academics’ role and identity in online teaching. Practitioner Research in Higher Education Journal, 10(2), 40–53.Google Scholar logo with link to Google Scholar
US Department of Education. (2017). Reimagining the role of technology in education: 2017 National education technology plan update. Washington, DC: Office of Educational Technology.
Cited by (2)

Cited by two other publications

Jodairi Pineh, Aiyoub
2024. Review of Meredith, Giles & Stommel (2022): Analysing Digital Interaction. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37:2 ► pp. 769 ff. DOI logo
Boronenko, T. A. & V. S. Fedotova
2022. Formation of digital competence of teachers of computer science. Vestnik of Samara University. History, pedagogics, philology 28:2 ► pp. 85 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue