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Access Type
WSU Access
Date of Award
January 2023
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Curriculum and Instruction
First Advisor
Sandra M. Gonzales
Abstract
The primary objective of this qualitative research study was to observe an international teacher-to-teacher interaction and/or pedagogical dialogue. The methodology was directly affected by the global pandemic due to COVID-19, thus forcing this researcher to assume a doing digital ethnography remotely methodology. The participants included K-12 U.S. and Italian teachers who teach Arabic-speaking students. The participants remained in their respective countries during the two ninety-minute Zoom sessions. The findings show that U.S. teachers who are provided a digital platform to interact with each other around supporting the needs of recently arrived Arabic-speaking communities, ultimately, experienced a form of conscientização (Freire, 1970/2015) in three ways: First, by experiencing intercultural learning the teachers developed cultural sensitivity and intercultural competence. Second, they engaged in teacher reflexivity, which evoked critical consciousness, introspection, and a new awareness. Third, the teachers were able to connect digitally despite a global pandemic which helped the U.S. teachers feel less isolated. Furthermore, the discussion includes suggestions regarding a welcoming protocol for teachers who teach emergent bilingual Arabic-speaking newcomer students, thus an extension for ways this might contribute to social justice and activism in the classroom.
Recommended Citation
Seilo, Stella Moceri, "International Teacher-To-Teacher Zoom Interactions During The Covid-19 Pandemic: A Digital Ethnographic Study" (2023). Wayne State University Dissertations. 3963.
https://digitalcommons.wayne.edu/oa_dissertations/3963