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ABSTRACT
This study explored how a learning community was formed and evolved among Chinese and American teacher candidates through a virtual exchange (VE) project embedded in teacher education courses, and how the VE project could support candidates to develop globally competent teaching. Data were collected through pre- and post-surveys, Zoom recordings, peer feedback on lesson plans and recorded teaching segments, and final interviews. Findings indicated that the VE project helped form an authentic platform for in-depth discussions around the topics of language teaching and lesson planning. Abundant evidence related to globally competent teaching and limitations are also detailed in the study.
Acknowledgement
This study partially contributed to the foreign languages and technology projects funded by Guangdong Philosophy and Social Science Foundation (GD21WZX02-07); Guangdong Educational Science Foundation (2019GXJK177), and Guangzhou Philosophy and Social Science Foundation (2020GZGJ193).
Disclosure statement
No potential conflict of interest was reported by the author(s).
Ethics statement included in body of manuscript (if relevant)
This study received Institutional Review Boards (IRBs) approval.
Additional information
Notes on contributors
Chang Pu
Chang Pu is an Associate Professor of Teacher Education at Berry College. Her research interests include Minority Language Education, Virtual Exchange/COIL, and Teacher Education.
Suxian Weng
Suxian Weng teaches in School of Foreign Studies at Guangzhou University and her research areas include teacher education, second language acquisition, and computer-assisted language learning.