Table 2 Focal points of telecollaborative studies in English language teacher education
From: The role of telecollaboration in English language teacher education: a systematic review
Pedagogical Focus | Pedagogical competence | Interculturality | Intercultural communicative competence |
Critical cultural awareness | |||
Intercultural competence | |||
Internalization and global citizenship | |||
Teaching with technology | Techno-pedagogical skills | ||
Critical digital literacy | |||
Flipped instruction | |||
Instructional design | Grammar instruction | ||
Teaching presence | |||
Teacher cognition | Teacher Identity | Online teacher identity | |
Language ideologies | Beliefs and attitudes toward native-speakerism | ||
Telecollaborative focus | Design and Implementation | Telecollaborative competence | Pre-service teachers as telecollaborators |
Teachers as mediators | |||
Task design/Implementation | Group functionalities | ||
Negotiation | |||
Affordances and challenges of telecollaboration |