Abstract
The third analytic chapter of the book investigates a full CALTE model that aims to equip pre-service teachers with the necessary skills for designing Virtual Exchange tasks to be implemented by actual L2 learners via video-mediated interaction. The chapter specifically deals with the emergent teacher learning opportunities afforded by the multiple LTE activities fully informed by the CALTE approach comprising a purpose-specific knowledge base and the preparation, implementation, and revision phases of the CALTE praxis base. The pre-service teacher learning is evidenced in the chapter through the transformation of actionable disciplinary knowledge about Virtual Exchange task design co-constructed in LTE classrooms into teacher knowledge in action. I will primarily introduce the CALTE context and data to present the operationalization of teacher learning in situ with reference to the co-construction of the relevant disciplinary knowledge (i.e., CALTE knowledge base) and the multiple LTE activities associated with the diverse phases of the CALTE praxis base.
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Balaman, U. (2022). Design, Feedback, and Reflection for Video-Mediated L2 Interactions. In: Conversation Analytic Language Teacher Education in Digital Spaces. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-19127-5_5
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