Pedagogical Insights into Emergency Remote Teaching: A Case Study of a Virtual Collaboration Project in the Turkish and Hungarian Pre-service Teacher Education Context

2021-01-01
Virtual Exchange projects in which learners of different institutions work together online havebeen recognised to develop learners’ techno-pedagogical knowledge and interculturalcompetences in a student-centred environment. In the VE project reported on in this casestudy, 28 Turkish and 18 Hungarian pre-service EFL teachers worked together in a jointtechnology-inclusive teaching methodology course. The project had three main stages: 1)learning and establishing partnerships; 2) socialization and microteaching activity planning;3) portfolio submission and project evaluation. After thematic content analysis of the studentportfolios and the instructor-researchers’ communications log, this study concluded that mostlearners perceived they benefited from this project as it enhanced their techno-pedagogicalskills and their intercultural awareness, despite reporting on some disruptions due to theCOVID-19 pandemic that concerned sudden changes of the project flow. Most participantsreported on the positive aspects of working together using English for the sole medium ofcommunication. Reaching further than emergency teaching contexts, implications of thisproject regard the importance of project planning, overseeing the pairing processes, the needfor the instructors to be able to make quick changes flexibly based on informed decision, andthe need for reflecting on the techno-pedagogical project gains of learners.

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Citation Formats
I. G. Kaçar and I. Fekete, Pedagogical Insights into Emergency Remote Teaching: A Case Study of a Virtual Collaboration Project in the Turkish and Hungarian Pre-service Teacher Education Context. 2021.