ABSTRACT

This article introduces the Collaborative Online Learning Across Borders (COLAB) teaching and research program. It outlines the development of the cross-national collaboration, and examines the learning in four teacher education programs in New Zealand and the United States of America. COLAB aims to support teacher candidates, in the US and abroad, to begin their teaching career with insights into the complexities of working with people from diverse social and cultural contexts. This article presents a research study that examined the online intercultural interactions and understandings among undergraduate and graduate preservice (and some inservice) teachers (n = 110) across four universities during a 4-week unit. It details the online teaching techniques involved in COLAB and highlights the development of intercultural understandings through an online learning experience among the preservice teachers. The preservice teachers’ insights and sensitivities to the other, ethnocentrism, and the online learning space are theorized through a framework of cultural otherness and interculturality, which emphasizes the unique potential for cross-cultural experiences in this online format.

摘要

本文介绍了跨境协作在线学习（COLAB）的教学和研究计划。它概述了跨国合作的发展，并考察了新西兰和美利坚合众国的四个师范教育计划中的学习情况。COLAB旨在支持美国和国外的教师应聘者，通过深入了解与来自不同社会和文化背景的人们合作的复杂性来开始他们的教学生涯。本文提供了一项研究研究，该研究在4周的时间内考察了四所大学的本科和研究生职前（和某些在职）教师（n = 110）之间的在线跨文化互动和理解。它详细介绍了COLAB中涉及的在线教学技术，并通过在职前教师中的在线学习经验，突出了跨文化理解的发展。职前教师对他人，民族中心主义和在线学习空间的见解和敏感性是通过文化差异性和跨文化性的框架进行理论化的，该框架强调了这种在线形式下跨文化体验的独特潜力。