RT info:eu-repo/semantics/bookPart
T1 Communities of Practice Through Intercultural Telecollaboration
A1 Castro Prieto, Paloma
A1 Salomao, Ana Cristina Biondo
A1 Derivry-Plard, Martine
A1 Fan, Sa-Hui
AB Communities of practice provide challenging learning opportunities based on the principles of interaction, participation, dialogue, and relationship building. This chapter aims to explore how intercultural telecollaboration contributes to the development of a multicultural community of practice in the context of initial teacher education. Four groups of student teachers from four different languages and cultures—two in Europe, one in Asia, and one in South America—work together through the medium of English in an intercultural telecollaboration project. The project is examined in terms of community building through the experience journal of the student teachers as a reflective narrative on how they built a sense of community to sustain their interactions and negotiation of meaning. The findings strongly suggest that intercultural telecollaboration creates a powerful learning environment where students and teachers can find opportunities to cooperate, understand and support each other, and enhance their perceptions of teaching English from an intercultural perspective.
PB IGI Global
SN 9781799888529
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/81048
UL https://uvadoc.uva.es/handle/10324/81048
LA eng
NO Castro-Prieto, P., Salomão, A. C., Derivry-Plard, M., & Fan, S. (2022). Communities of Practice Through Intercultural Telecollaboration. In S. García-Sánchez & R. Clouet (Eds.), Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education (pp. 20-44). IGI Global Scientific Publishing.
DS UVaDOC
RD 22-ene-2026