Virtual exchange in teacher education programs from Brazil and USA: outcomes and challenges <span class="so-article-trans-title" dir="auto"> Translated title: Intercâmbio virtual em programas de formação de professores do Brasil e EUA: resultados e desafios </span>

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Abstract

Abstract Virtual exchanges (VE) are important initiatives to include pre-service teachers (PST) in internationalization practices with others at a geographic distance while they remain in their own contexts of learning (Internationalization at Home – ( Beelen; Jones, 2015 ). VEs contribute to the development of intercultural and global attitudes as well as foster digital and technological competencies. This paper shares the results of a 2022 and 2023 VE eight-week project with pre-service teachers enrolled in second language acquisition-related courses at state universities, one in the US and one in Brazil. This article analyzed data from periodic and end-of-semester surveys and narratives as well as from their interactions and tasks in different digital platforms to explore the outcomes and challenges of the VE. The results discuss the perspective of the involved professors and students as well as established VE teacher education contexts (such as Hanks ( 2019 ; Godwin-Jones, 2019 ) to share insights regarding the virtual exchange experience on PST’s global perspective-taking about teacher education and language teaching. Qualitative analysis revealed patterns of desired student outcomes: interactional skills; the development of information, communication technology skills; intercultural communicative competence; content, cultural, language learning, and contextual knowledge. Analyses also illustrated the challenges to those outcomes, such as busy schedules, class format, and difficulties in communications and interactions.

Translated abstract

Resumo Intercâmbios virtuais (IV) são iniciativas importantes para incluir professores em formação inicial em práticas de internacionalização com outras pessoas em distâncias geográficas enquanto permanecem em seus próprios contextos de aprendizagem (Internacionalização em Casa – ( Beelen; Jones, 2015 ). IVs contribuem para o desenvolvimento de atitudes interculturais e globais assim como promovem competências digitais e tecnológicas. Este artigo compartilha a experiência de um projeto de oito semanas de IV, realizado em 2022 e 2023, com professores em formação inicial matriculados em disciplinas relacionadas à aquisição de segunda língua, nos EUA e no Brasil. Dados de questionários e narrativas assim como das suas interações e tarefas em diferentes plataformas digitais são analisados. Os resultados são discutidos considerando a perspectiva dos professores e estudantes envolvidos assim como de outros estudos de IV ( e.g . Hanks ( 2019 ; Godwin-Jones, 2019 ) para compartilhar as percepções relacionadas à experiência dos professores em pré-serviço e suas visões globais sobre formação docente e ensino de línguas. Os resultados identificados foram relacionados a: habilidades interacionais, desenvolvimentos no âmbito da tecnologia de informação e comunicação e da competência intercultural; conhecimento contextual e do conteúdo; aspectos linguísticos. Os desafios mencionados foram: agendas ocupadas; formato das aulas e dificuldades em comunicação e interação.

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The Discovery of Grounded Theory : Strategies for Qualitative Research

Barney G. Glaser, Anselm L. Strauss (1967)

Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, -Generation Theory by Comparative Analysis, - the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data, - the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, -Implications of Grounded Theory, - Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.