Using "Second Life" as a Virtual Collaborative Tool for Preservice Teachers Seeking English for Speakers of Other Languages Endorsement

Autor/inn/en	Kim, Deoksoon; Blankenship, Rebecca J.
Titel	Using "Second Life" as a Virtual Collaborative Tool for Preservice Teachers Seeking English for Speakers of Other Languages Endorsement
Quelle	In: Journal of Educational Computing Research, 48 (2013) 1, S.19-43 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Virtual Classrooms; Computer Assisted Instruction; Computer Simulation; Video Technology; Data Analysis; Observation; Case Studies; Instructional Effectiveness; Teaching Methods; College Instruction; Language Teachers; Preservice Teachers; English (Second Language); Second Language Instruction; English Language Learners; Preservice Teacher Education; Constructivism (Learning); Self Management; Social Environment; Vignettes; Electronic Learning + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Auswertung; Beobachtung; Case study; Fallstudie; Case Study; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehramtsstudiengang; Lehrerausbildung; Selbstmanagement; Soziales Umfeld
Abstract	This study evaluated preservice teachers' professional-knowledge transformation while they participated in simulated professional-development activities via a "Second Life" virtual classroom--an Internet-based multiuser virtual environment (MUVE). While a cohort of preservice teachers experienced the MUVE environment, the instrumental exploratory case study highlighted how 2 preservice teachers among the 12 internalized professional knowledge, as well as how that knowledge transferred into active teaching practice. The study was framed around sociocultural theory as it pertains to enabling intramental functioning through co-constructed activities. The preservice teachers' debriefings and reflective statements suggest that they entered the Zone of Proximal Development (ZPD)--the range of potential an individual has for learning, with that learning being shaped by the social environment--indicating the positive potential of using an MUVE to promote self-regulatory pedagogic behaviors. (Contains 6 figures and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10