Virtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.

中文翻译：

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跨国职前语言教师团队虚拟交流中的视频协作备课

职前语言教师教育中的虚拟交换（VE）项目越来越被认为是一种创新实践，因为它们可以在技术丰富的环境中为教师提供学习机会。本研究旨在根据 VE 项目的结果报告这些机会，该项目由各种教师教育活动组成，包括讲座、网络研讨会、异步任务和同步视频介导的互动。该项目为职前教师提供了一种协作设计在混合语言学习环境中实施的课程的媒介。我们使用多模态对话分析（CA）作为研究方法，专门处理跨国岗前语言教师群体的视频介导互动，并研究 VE 阶段，以探索他们的互动如何对最终的教学设计产生重要影响。研究结果表明，职前教师在 VE 项目的早期阶段回顾性地转向共享实践，并将回顾性导向作为一种互动资源，为与其教学设计相关的协作决策创造了互动空间。我们认为，使用 CA 跟踪职前教师以视频为媒介的教学互动是一种方法创新，它使研究人员能够收集新兴教师学习机会的互动证据。研究结果为以技术为媒介的环境（例如虚拟教育和远程协作）在语言学习、教学和教师教育以及弥合不同文化、课程和物理空间方面的作用带来了新的见解。