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Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers

Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers

Yuri Nishihori, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, Satoko Sugie
Copyright: © 2011 |Volume: 2 |Issue: 1 |Pages: 15
ISSN: 1941-868X|EISSN: 1941-8698|EISBN13: 9781613507636|DOI: 10.4018/jissc.2011010102
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MLA

Nishihori, Yuri, et al. "Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers." IJISSC vol.2, no.1 2011: pp.16-30. http://doi.org/10.4018/jissc.2011010102

APA

Nishihori, Y., Kushima, C., Yamamoto, Y., Sato, H., & Sugie, S. (2011). Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers. International Journal of Information Systems and Social Change (IJISSC), 2(1), 16-30. http://doi.org/10.4018/jissc.2011010102

Chicago

Nishihori, Yuri, et al. "Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers," International Journal of Information Systems and Social Change (IJISSC) 2, no.1: 16-30. http://doi.org/10.4018/jissc.2011010102

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Abstract

The main objective of this project is to design and implement Web-based collaborative environments for a global training based on a multiple perspective assessment for future and novice ALTs (Assistant Language Teachers) who will come to Japan from various parts of the world. The system was created in order to give better chances to acquire professional knowledge in advance with support from experienced senior teachers, both Japanese teachers and former ALTs. Computer Support for Collaborative Learning (CSCL) was adopted as a platform for their online discussion with much focus on multiple perspective assessment to support social and personalized aspects such as individual accountability and contribution to the collaboration. Initial results are reported using the analysis of system design and the Web-based questionnaire answered by the participants involved in this knowledge-building forum.

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