Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

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dc.authorid0000-0002-9865-2546en_US
dc.authorid0000-0002-1888-1120en_US
dc.authorid0000-0003-4511-7985en_US
dc.contributor.authorÜzüm, Babürhan
dc.contributor.authorAkayoğlu, Sedat
dc.contributor.authorYazan, Bedrettin
dc.date.accessioned2021-06-23T19:54:17Z
dc.date.available2021-06-23T19:54:17Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.description.abstractSince advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram's (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees' interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants' experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants' culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.en_US
dc.identifier.doi10.1017/S0958344019000235
dc.identifier.endpage177en_US
dc.identifier.issn0958-3440
dc.identifier.issn1474-0109
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85077739857en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage162en_US
dc.identifier.urihttps://doi.org/10.1017/S0958344019000235
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10490
dc.identifier.volume32en_US
dc.identifier.wosWOS:000525579200004en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkayoğlu, Sedat
dc.language.isoenen_US
dc.publisherCambridge Univ Pressen_US
dc.relation.ispartofRecallen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTelecollaborationen_US
dc.subjectTeacher Trainingen_US
dc.subjectIntercultural Communicative Competenceen_US
dc.subjectCritical Cultural Awarenessen_US
dc.titleUsing telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USAen_US
dc.typeArticleen_US

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