This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

中文翻译：

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“如果你不进步，那有什么意义呢？” 调查“翻转”在线交流对教师教育的影响

本文介绍了一种教师教育的教学设计，它结合了翻转材料、课堂教学和远程协作（也称为虚拟交流）的外语教师教育。本研究的背景是一门面向未来教师的技术和语言学习课程，其中翻转课堂的概念被应用于两所合作大学（一所美国，另一所大学）的未来 ESL/EFL 教师之间的技术注入协作教师培训。欧洲）。三种主要的教学方法（翻转材料、课堂上和远程协作，或“FIT”）是共生的，因为每个结构都通过接受、讨论和反思相互加强，以此帮助学生教师弥合理论与实践。我们将课堂民族志话语分析应用于数据源（面对面和在线讨论组、学生电子档案），以观察思想的吸收、概念理解和新知识的成功转移，从而确定设计是否提供了显着为未来教师提供学习机会。尽管语言教师教育中远程协作的大多数研究主要着眼于产出，但这种方法允许深入了解学习过程，因为知识是在参与者之间协作开发的。