Multinational telecollaboration in language teacher education: Teacher educators’ perspectives

Abstract

In this study, using a collaborative self-study methodology, three teacher educators from various cultural, ethnic, and linguistic backgrounds, based in the United States and Poland, share their reflections on their experiences integrating multinational telecollaborative projects into TESOL teacher education courses. The emergent themes identified through a self-study analysis of conversations and reflective essays highlight practical considerations and complexities of implementing multinational telecollaboration, a range of benefits for trainees and for the educators themselves in terms of their professional development, and plans for future telecollaboration projects inspired by previous experience. Thus, the study contributes to the largely underexplored research strand embracing perspectives on teacher educators in facilitating telecollaboration in language teacher preparation courses.