This research uses the problem-based teaching method to explore the problems that pre-service teachers of Chinese as a second language have in online teaching. This study uses Technological Pedagogical Content Knowledge (TPACK) of Mishra and Koehler (2009) as the analysis framework. It is based on 13 online interaction case studies to justify the dos and don’ts of online L2 Chinese interaction between pre-service teachers and second language learners. The content is exemplified by linguistic knowledge and professional Chinese content knowledge; the pedagogical issues cover a wide range of topics, including four sub-categories: teaching medium, questioning and guiding skills, explanations and examples, and corrective feedback. The technical problems can be divided into sound, images, and internet access. Problems were inaudible sounds, delayed sounds, and unclear sounds; image disappearance, image stagnation, or network interruption, and slow network speed. This paper summarizes the problems generated by the pre-service teachers in online interactive teaching. Based on the analysis of online teaching examples, a comprehensive content knowledge of Chinese linguistics and professional teaching content are a prerequisite for L2 Chinese preservice teachers. In addition to the content knowledge, it is necessary to provide experiential learning online with a global Chinese teaching context. In order to be aware of the second language acquisition process, pre-service teachers need to learn to adjust teacher language according to learners’ proficiency level. Through experiential teaching, practical teaching skills can be developed, and the pre-service teachers have opportunities to explore how to use the online teaching platform effectively for L2 teaching purpose. Through the problem-oriented teaching method, the pre-service teachers can examine the teaching cases for themselves and their peers, note the problems encountered in teaching, reflect upon the teaching process, and explore effective ways to solve problems, from actual online teaching experience, self-reflection, and peer feedback, under the guidance of teacher educator to improve their online teaching quality. Through discussing examples from videos of online interactive teaching, the findings of the research can also be applied to the curriculum design for online Chinese teacher education.
|頁（從 - 到）||206-213|
|期刊||Electronic Journal of Foreign Language Teaching|
|出版狀態||已發佈 - 2018|
ASJC Scopus subject areas