Intercâmbio virtual em programas de formação de professores do Brasil e EUA: resultados e desafios

Calvo, Luciana Cabrini Simões; Hartle, Lynn C.

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Sumário

Dossier • Texto livre 17 • 2024 • https://doi.org/10.1590/1983-3652.2024.47921 copiar

Intercâmbio virtual em programas de formação de professores do Brasil e EUA: resultados e desafios

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Intercâmbios virtuais (IV) são iniciativas importantes para incluir professores em formação inicial em práticas de internacionalização com outras pessoas em distâncias geográficas enquanto permanecem em seus próprios contextos de aprendizagem (Internacionalização em Casa – ( Beelen; Jones, 2015BEELEN, Jos; JONES, Elspeth. Redefining Internationalization at Home. In: CURAJ, Adrian et al. (eds.). The European Higher Education Area: Between Critical Reflections and Future Policies. Cham: Springer, 2015. p. 59–72. ). IVs contribuem para o desenvolvimento de atitudes interculturais e globais assim como promovem competências digitais e tecnológicas. Este artigo compartilha a experiência de um projeto de oito semanas de IV, realizado em 2022 e 2023, com professores em formação inicial matriculados em disciplinas relacionadas à aquisição de segunda língua, nos EUA e no Brasil. Dados de questionários e narrativas assim como das suas interações e tarefas em diferentes plataformas digitais são analisados. Os resultados são discutidos considerando a perspectiva dos professores e estudantes envolvidos assim como de outros estudos de IV ( e.g . Hanks ( 2019HANKS, Judith. From Research-as-Practice to Exploratory Practice-as-Research in Language Teaching and Beyond. Language Teaching, v. 52, n. 2, p. 143–187, 2019. DOI: 10.1017/S0261444819000016.
https://doi.org/10.1017/S026144481900001... ; Godwin-Jones, 2019 GODWIN-JONES, Robert. Telecollaboration as an Approach to Developing Intercultural Communication Competence. Language Learning & Technology, v. 23, n. 3, p. 8–28, 2019. Available from: http://hdl.handle.net/10125/44691 . Visited on: 28 Aug. 2023.
http://hdl.handle.net/10125/44691... ) para compartilhar as percepções relacionadas à experiência dos professores em pré-serviço e suas visões globais sobre formação docente e ensino de línguas. Os resultados identificados foram relacionados a: habilidades interacionais, desenvolvimentos no âmbito da tecnologia de informação e comunicação e da competência intercultural; conhecimento contextual e do conteúdo; aspectos linguísticos. Os desafios mencionados foram: agendas ocupadas; formato das aulas e dificuldades em comunicação e interação.

Palavras-chave:
Brasil e EUA; Intercâmbio Virtual; Professores em formação inicial; Aquisição de segunda língua; Resultados e desafios

US Preservice Teacher (PST) Course	Brazil Preservice Teacher (PST) Course
Course: Intro. teaching English Language Learners (ELL)	Course: English Teacher Education
*Required course to teach all subjects/grade levels in the State in the US because most schools “Submerge” Emergent Bilingual students in General Ed classrooms.	*Required course in the third year of the Language Arts Undergraduate Program.
Format: Asynchronous Web course, (Asych. format to accommodate student sched-ules).	Format: In-person.
PSTs 2022 = 18 PSTs 2023 = 21	PSTs 2022 = 16 PSTs 2023 = 22

2022	2023
Week 1: PSTs were assigned to one of four teams for Cross-Cultural Student Inquiry projects and the professors explained the project. The topics of their projects were: 1) K-12th Grade language teaching & learning in Brazil & USA; 2) Bilingual K-12th Gr. education in Brazil & US; 3) The status of foreign languages in Brazil & US; 4) How teacher education programs in Brazil region & US state prepare to teach/ support English/other languages of K-12th Gr. During this first week, the US professor participated in one of the Brazil classroom meetings and the professors explained the project in a synchronous class for Brazil students. This was recorded and the video was uploaded to Google classroom for the US students to view since their class was asynchronous.	Week 1: PST self-selected which team to join (to promote ownership of the task) to one of five teams. Added a fifth topic to accommodate larger classes in 2023: Contextual information about Brazil and State in US & their Education System. Added Watch Video general information about what is COIL/ Virtual Exchange & our Cross-Cultural Collaborations (Video explanation); Read short article; then Post reflection. Added a Padlet Intro. activity - post a picture of yourself and about 50 words to describe yourself. Repeated the virtual meeting with professors and Brazil students; four US students attended & others watched the recording.
Week 2: Students asynchronously exchanged and commented on each others’ VoiceThread autobiographies to get to know each other (Per faculty directions: on how to use VoiceThread, required content, and grading rubrics).	Week 2: Autobiography as 2022.
Week 3: Student-lead & faculty-guided discussions to organize their plans for carrying out their crosscultural inquiry projects (Per faculty directions: on required content and grading rubrics).	Week 3: – Repeated the discussions. Added a Periodic Progress 1: Semi-structured Narrative post: Students shared their perceptions of the Introductions activities of Week 1 & 2).
Weeks 4 and 5: Students worked on their Cross-Cultural Collaboration pro-jects; Each team conducted library and internet research on the selected topic (Students chose ICT for meetings, planning, and collaboration on the project content).	Weeks 4 & 5: Students worked on their Cross-Cultural Collaboration projects in similar ways to 2022. Added a Periodic Progress 2: Semi-structured Narrative post: Students shared their perceptions of their collaborative process, working in teams on the project.
Week 6: Synchronous Presentations (all chose to use PowerPoint).	Week 6: Synchronous Presentations (PowerPoint or Canvas).
Week 7: Semi-structured Peer evaluations of other teams’ cross-cultural projects, and reflections through a survey on the process and projects of their own team’s cross-cultural project.	Week 7: Semi-structured survey on the process and projects of their own team’s cross-cultural project. Added a Final Narrative of an aspect of the project and included a picture symbolic of the experience.
Week 8: Faculty met to collaboratively grade, using the grading rubrics and analyzed the projects regarding related ICT used for content, pictures, Live Google meets presentations, and organization.	Week 8: Faculty met to collaboratively grade, using the grading rubrics and analyze the projects regarding related ICT used for content, pictures, Live Google meets presentations, and organization.

Consistent Features to Continue	Adaptations/Additions
Use of Google Classroom as the Platform for organizing the tasks and communicating with the students;	Helping the students with WhatsApp communication;
Organizing students in groups for interactions;	Designating a US & Brazil PST leader for each team;
Use of Padlet for Introductions;	Providing common materials (readings and videos) for all the groups;
PST-lead & faculty-guided discussions;	Schedule of synchronous meetings for the discussion
Collaborative tasks;	of the topic of the project;
Reflections through a survey and a final narrative.	Use of Zoom breakout rooms for synchronous groups interactions.

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