- 1.Reflective teaching as a methodology to assess training of
pre-service and in-service teacher for on-line tutoring tasks
Nathalie Gettliffe Universit de Strasbourg (France)
2. Teacher Education and CALL at the University of
Strasbourg
- Year 3 Licence: 24 hours ICT and Language Teaching
- Year 1 Master of Arts Teaching Foreign Languages: 48 hours
- Year 2 Master of Arts Educational Technology and Language
Teaching: 400 hours
3. Teacher Education and CALL at the Universit de Strasbourg
- Year 2 Master of Arts Research: 24 hours
- Year 2 Master of Arts Language counsellor: 24 hours
- Year 2 Master of Arts Managing language programs: 24 hours (+24
hours)
4.
- Teacher Education in CALL: a growing concern (Hubbard and Levy,
2006)
- Training pre-service and in-service teachers in on-line
tutoring : a challenge given the instability of on-line tutoring
practices
Introduction Issue Research Methodology Context Data Discussion
Conclusion 5.
- Various practices to Teacher Development with CALL (Hubbard and
Levy, 2006):
-
- Collaborative development
-
- Integration of CALL education throughout degree programs
-
- Communities of practice in CALL education and learning
autonomy
Introduction Issue Research Methodology Context Data Discussion
Conclusion 6.
- Which practice is effective in Teacher Education in CALL?
- How can we assess the effectiveness of a particular
practice?
- Which methodology can (should) we use to assess the
effectiveness of a particular practice?
Introduction Issue Research Methodology Context Data Discussion
Conclusion 7.
-
- Assessing a project-based practice with a reflective teaching
methodology
-
- Course content: on-line tutoring
Introduction Issue Research Methodology Context Data Discussion
Conclusion 8.
- Reflective pratice is not:
-
- -action research (implementation of anaction plan to bring
change in someaspects of a teachers class withsubsequent monitoring
of the effects ofthe innovation)
-
- -developmental research (designing a tool and conducting
multiple recursive analyses during the creative process)
Introduction Issue Research Methodology Context Data Discussion
Conclusion 9.
- Reflective teaching is not:
-
- Reflexivity: research paradigm that uses thecapacity of social
actors in modern societies to be conscious and able to give
accounts of their actions to explore (mostly sociological) issues
or researchers biases (De Robillard, 2009)
Introduction Issue Research Methodology Context Data Discussion
Conclusion 10.
-
- Examining teaching experience as a basis for evaluation and
decision making and as a source of change (Bartlett, 1990)
-
- Exploring classroom processes: teachers beliefs, focus on the
learner, teacher decision making, role of the teacher, structure of
a language lesson, interaction in the second language classroom,
nature of language learning activities, language use in the
classroom (Richards and Lockhart, 1994)
Introduction Issue Research Methodology Context Data Discussion
Conclusion 11.
- Sch n, 1987 Educating the reflective practitioner
- This dilemma of rigor or relevance arises more acutely in some
areas of practice than others. In the varied topography of
professional practice, there is a high hard ground where the
practitioner can make use of research-based theory and technique,
and there is the swampy lowland where situations are confusing
messes incapable of technical solutions. The difficulty is that the
problems of the high ground, however great their technical
interest, are often relatively unimportant to clients or the larger
society, while in the swamp are the problems of greatest human
concern.
- Second language acquisition vs teacher education
Introduction Issue Research Methodology Context Data Discussion
Conclusion 12.
- Assessing reflective teaching as an effective mode to train
teachers in project based-CALL:
-
- Confronting reflective teaching to users perceptions
(questionnaire and interviews)
-
- Confronting reflective teaching to data analysis
Introduction Issue Research Methodology Context Data Discussion
Conclusion 13.
- Reflective teaching can use the following procedures:
-
- Teaching journals, lesson reports, surveys and questionnaires,
audio and video recordings, observations, e-portfolios
-
- Tutors used a portfolio for their reflective teaching (ex ample
Group 4)
Introduction Issue Research Methodology Context Data Discussion
Conclusion 14.
- What I used to assess reflective teaching
-
- On-line questionnaire (27 items):
-
-
- Group, technical challenges; aims; beginning/end; who was in
charge; tutor role; number of tasks; tasks sequencing; follow-up
from the tutors; evaluation; conclusion
-
-
- Questionnaire designed from reflective teaching
Introduction Issue Research Methodology Context Data Discussion
Conclusion 15.
-
-
- similar questions than questionnaire
-
-
- Two extra questions: was it your first course on-line? how much
time did it take you to do the on-line tasks?
-
- Observations of on-line tutoring scenario
Introduction Issue Research Methodology Context Data Discussion
Conclusion 16.
- 12 hour course on On-line tutoring
-
- Definitions (on-line tutoring) of on-line tutoring
-
- Tasks/role of an on-line tutor
-
- setting up a tutoring scenario and linking it to on-line and
off-line resources
-
- On-line tutoring tools (characteristics and limitations)
-
- Learning management system (Dokeos)
-
- Videos of novice, intermediate and experienced on-line
tutors
-
- example of an On-line course (English for Academic
purposes)
-
- research on On-line tutoring (articles, journals, books).
Introduction Issue Research Methodology Context Data Discussion
Conclusion 17.
-
- Designing on-line tasks for Master 1 foreign students needing
help with their written academic French (pretest and
homeworks)
-
- Managing a three week on-line tutoring session with the Master
1 students (scenario)
-
- Evaluating the work of their students (30%)
Introduction Issue Research Methodology Context Data Discussion
Conclusion 18. Introduction Issue Research Methodology Context Data
Discussion Conclusion Tutors Students Group A: Tomoki n=3 N=8 (2
were MM students) Group B: Lucia n=3 N=8 (1 was MM student) Group
C: Christos n=4 N=8 Group D: Xiaolu n=4 N=8 19.
-
- Description of on-line scenario
-
- Reflective teaching (issues when designing tasks, issues during
the on-line tutoring, changes brought during the on-line tutoring,
future changes, what you have learned, what you would like to
learn, comments on the help from your informants)
-
- Link your reflective thinking to at least 2 research
articles
Introduction Issue Research Methodology Context Data Discussion
Conclusion 20.
-
-
- Objectives: to identify main arguments in a text and to write a
persuasive structured essay
-
-
-
- Week 1: read and identify the structure of a text on Applied
Linguistics
-
-
-
- Week 2: Critique of students work and own work
-
-
-
- Week 3: write a short essay (300 words) on a topic on Applied
Linguistics
Introduction Issue Research Methodology Context Data Discussion
Conclusion 21.
-
-
- text on the importance of a pedagogical scenario for foreign
language learning (8 Pages)
-
-
-
- Identify the main ideas of a text
-
-
-
- How to write sentences summarizing a paragraph
-
-
-
- What is the structure of a paragraph
-
-
- Three or four links for each course
Introduction Issue Research Methodology Context Data Discussion
Conclusion 22.
-
- Tutoring (Accompagnement):
-
-
- Virtual office hours Tuesday, Thursday, Sunday via a chat from
7pm to 8pm
-
-
- Discussion forums for individual and group feedback
-
-
- Announcements for homework to be done
-
-
- Corrections and feed-back on all submitted work
Introduction Issue Research Methodology Context Data Discussion
Conclusion 23.
-
- No major group problem. Everyone had a specific task: native
speakers gave feedback and designed course content; non-native
speaker looked for Internet links and approved course task as an
informant
-
- Difficulties: technical challenges; wrong format for the posted
homeworks; not enough interaction on the forum; text too long;
Introduction Issue Research Methodology Context Data Discussion
Conclusion 24.
-
-
- Indications for final work not clear enough; students gave
their homework late and group discussions could not take place
-
-
- Send personal mails to students to remind them of work to be
done
-
-
- Design tasks that can be done independently
25.
-
-
- On-line tutoring requires a lot of time to design and follow
activities
-
-
- Need to give detailed explanation so students understand what
needs to be done
-
-
- Content needs to be motivating
26.
-
-
- Our main challenge was to motivate students
-
-
- Celik, C. (2009) Analyse de pratiques de tutorat dans un campus
numrique de matrise de FLE distance Alsic, vol 11
-
-
- Decamps, S., Depover, C. et De Livre, B. (2009) Moduler
lencadrement tutoral dans la scnarisation dactivits distance, Actes
du colloque EPAL.
27.
-
- What they have learned from research:
-
-
- Quality of tutoring influences the number of
stay-ins/drop-out
-
-
- Tutoring can help retain students (vs no tutoring)
-
-
- Pro-active responses helps retain students and help them use
fully all resources provided on the LMS
-
-
-
- We should have been more proactive
28.
-
-
- Motivation: does not like on-line components; late
registration
-
-
- Did understand that writing an esssay in French is not the same
that writing an essay in English thank to the tutors feedback
-
-
- Could not identify who was tutoring
-
-
- Feedback was not precise enough
29.
-
-
- Problem with understanding when the on-line component started,
who was in charge (2), who to contact in case of problems,
-
-
- Too many activities (3), too difficult, not organized
enough
-
-
- No individual help (2) and no understanding as to how one was
being evaluated (2)
30.
- Overall, the on-line tutors realized that they were not just
there to give homeworks and grade them but to create a relationship
with the students in order to keep them motivated and on task.
- Nonetheless, tutors are not attentive enough to individual
needs (what can I help you with?)
31.
-
- Objectives: improve style and sentence structure
-
- Activities: write a short essay (200 words), identify the key
areas of difficulties, write a lesson about it and write a second
essay (300 words) to see if improvement; write on a blog about your
challenges as a foreign student in Strasbourg
32.
-
- Objectives: review grammatical points and understand text
writing
-
- Activities: formative tests on grammar; write a complex
sentence; write a collaborative text
33.
-
- Objectives: understanding grammar points and writing a short
text
-
- Activities: grammar lessons and text production
34.
-
- Assessing a project-based practice with a reflective teaching
methodology
-
- Course content: on-line tutoring
Introduction Issue Research Methodology Context Data Discussion
Conclusion 35.
- Through their reflective teaching portfolio, all tutoring
groups identified the main difficulties of on-line tutoring:
-
- Being precise when giving feedback
-
- Distributing and sharing roles
Introduction Issue Research Methodology Context Data Discussion
Conclusion 36.
- Reflective teaching allows tutors to reflect on changes that
need to be brought to their project
- Dialogic conversations with research allows them to seek
answers
- Tutors still need feedback from students to complement
reflection as well as teachers feedback
Introduction Issue Research Methodology Context Data Discussion
Conclusion 37. Final considerations
- Reflective teaching to become researchers