The Role of Pedagogical Mentoring in Virtual Exchange
| dc.contributor.author | O'Dowd, Robert | |
| dc.contributor.author | Sauro, Shannon | |
| dc.contributor.author | Spector‐Cohen, Elana | |
| dc.date.accessioned | 2021-05-03T17:35:40Z | |
| dc.date.available | 2021-05-03T17:35:40Z | |
| dc.date.issued | 2019-10-16 | |
| dc.description.abstract | Virtual exchange, or telecollaboration, is a well‐known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects. | en_US |
| dc.description.sponsorship | The research reported in this article was supported by the project Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) (582934‐EPP‐1‐2016‐2‐ES‐EPPKA3‐PI‐POLICY). This project is funded by Erasmus+ Key Action 3 (EACEA No 34/2015): European policy experimentations in the fields of education, training, and youth led by high‐level public authorities. The views reflected in this article are ours alone and the commission cannot be held responsible for any use that may be made of the information contained therein. We would like to thank the reviewers for their insightful comments and suggestions during the review process for this article. | en_US |
| dc.description.uri | https://onlinelibrary.wiley.com/doi/full/10.1002/tesq.543 | en_US |
| dc.format.extent | 27 pages | en_US |
| dc.genre | journal articles | en_US |
| dc.identifier | doi:10.13016/m2avgv-koku | |
| dc.identifier.citation | O'Dowd, R., Sauro, S. and Spector‐Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. https://doi.org/10.1002/tesq.543 | en_US |
| dc.identifier.uri | https://doi.org/10.1002/tesq.543 | |
| dc.identifier.uri | http://hdl.handle.net/11603/21431 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Wiley | en_US |
| dc.relation.isAvailableAt | The University of Maryland, Baltimore County (UMBC) | |
| dc.relation.ispartof | UMBC Education Department Collection | |
| dc.relation.ispartof | UMBC Faculty Collection | |
| dc.rights | This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author. | * |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) | * |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.title | The Role of Pedagogical Mentoring in Virtual Exchange | en_US |
| dc.type | Text | en_US |