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Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye

Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye

Banu Cicek Basaran Uysal, İlknur Yüksel, Ümit Özkanal, Emine Eren Gezen, Oksana Andriivna Chernysh, Natalia Andriichuk
Copyright: © 2024 |Pages: 21
ISBN13: 9781668478134|ISBN10: 1668478137|ISBN13 Softcover: 9781668478172|EISBN13: 9781668478141
DOI: 10.4018/978-1-6684-7813-4.ch009
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MLA

Uysal, Banu Cicek Basaran, et al. "Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye." Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education, edited by Alina Slapac and Cristina A. Huertas-Abril, IGI Global, 2024, pp. 195-215. https://doi.org/10.4018/978-1-6684-7813-4.ch009

APA

Uysal, B. C., Yüksel, İ., Özkanal, Ü., Gezen, E. E., Chernysh, O. A., & Andriichuk, N. (2024). Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye. In A. Slapac & C. Huertas-Abril (Eds.), Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education (pp. 195-215). IGI Global. https://doi.org/10.4018/978-1-6684-7813-4.ch009

Chicago

Uysal, Banu Cicek Basaran, et al. "Virtual Collaboration for English Language Teacher Education: Professional Negotiations With Ukraine and Türkiye." In Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education, edited by Alina Slapac and Cristina A. Huertas-Abril, 195-215. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-7813-4.ch009

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Abstract

This chapter studies the role of telecollaboration in facilitating teacher professional development, specifically focusing on the perceptions of future English language teachers. By examining how telecollaboration serves as a tool for professional growth, this study aims to shed light on the significance of this approach in teacher education. In this study, pre-service teachers from Ukraine and Türkiye participated in bi-monthly telecollaboration exchanges as part of their practicum course. Through an analysis of the data collected from an online questionnaire, the chapter shows that the participants recognized the telecollaboration exchanges as meaningful opportunities for their professional growth. The results offer valuable implications for incorporating telecollaboration into teacher professional development programs and enhancing professional experiences within the teaching community. The chapter concludes with insights into areas where improvements can be made to optimize the telecollaboration experience for teacher development.

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