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The sociocultural perspective of second language teacher education(L2TE) (e.g., Johnson, 2009) values the importance of teacher developmentthrough actual teaching practice. Student teachers' (STs) initialbeliefs should be challenged and reconstructed by taking into accountparticular teaching contexts. This study investigated the advantages ofconducting online activities with L2 learners in L2TE. Using activity theoryframework (Leontiev, 1981; Vygotsky, 1981), this study addressed thefollowing questions: (a) What contradictions emerge during online activities?and (b) How do the contradictions relate to STs' identity development?The native speaking STs in a Japanese language education program engaged inthree wiki activities with learners from Japanese language classes abroad.Data were collected and included the STs' autobiographical statements,journals, final reflections, on-site peer dialog, and observation notes.Contradictions between and within elements of the activity system (Engestrom,1999) were identified and triangulated across the data sets. The dataillustrated that the STs who initially relied on their native speakerauthority gradually realized the socially and culturally complex rolesrequired for L2 teachers. These findings suggest that online activities inL2TE provide opportunities for not only media literacy but also professionalidentity development.

To address the lack of actual teaching practice for pre-serviceteachers, this study explores the potential of collaborative onlineactivities between a L2TE class of teachers in training and L2 classesabroad. Although studies of online collaborative learning between L2 learnershave garnered considerable interest in recent years (Belz & Thorne, 2006;Brammerts, 1996; Furstenberg, Levet, English, & Maillet, 2001), few haveaddressed the possibilities that such collaborations might offer L2TE. Oneexception is Muller-Hartmann (2006), who examines online collaborationsbetween pre-service teachers of English in Germany and in-service teachers ofvarious foreign languages in the US. The study suggests that onlinecollaboration develops L2 teachers' knowledge base in interculturalcommunicative competence, media literacy, and pedagogical aspects of onlineforeign language education. However, teacher participants in the study didnot play teacher or tutor roles in the online collaboration, but ratherdiscussed topics collaboratively with their L2 learner partners.

The present study purposefully asks student teachers to play atutor role in providing feedback on content and language in students' L2online postings. Such online interactions offer learning-in-practiceopportunities for student teachers to become teachers through actualengagement with L2 learners (Kanno & Stuart, 2011). Furthermore, studentteachers are able to develop both self- and peer-reflective skills throughreflection on the online tutoring practice.

In addition to facilitating engagement between student teachersand L2 learners, online tutoring activities may also enhance teachers'awareness of intercultural learning and media competence, as previous studieshave suggested. in addition to acquiring general skills in interculturalcompetence (Byram, 1997), L2 teachers need to learn to manage themselves inintercultural situations, where they will encounter various and sometimesconflicting beliefs and values held by students and institutions. On suchoccasions, teachers need to be able to distance themselves from theirparticular cultural viewpoint (Menard-Warwick, 2008) and actively negotiatetheir own behavior in various teaching contexts.

Online collaborative projects may also pose challenges in the formof cross-institutional conflicts between students. That is, students fromdifferent institutions may have different expectations about the genre inwhich they are interacting (e.g., is it academic/professional, orinformal/friendly?), or about the quantity and quality of online posts(Basharina, 2007). Similarly, cross-institutional conflicts are reportedbetween teachers who collaboratively design the projects (Belz &Muller-Hartmann, 2003). Participating teachers may differ not only in theirperceptions of the tasks required for online collaboration and teaching, butalso in their beliefs about teaching in general, which may be heavilyimpacted by national ideologies and language education policies. However,such conflicts can be a driving force for learning in practice if studentteachers can overcome them (Ware & Kramsch, 2005). These conflicts may bean opportunity for prospective teachers to develop their "teacheragency" (Feryok, 2012)--that is, their ability to actively determinetheir own goals in response to the affordances and constraints of theiractual teaching contexts.

Media competence is another potential benefit of online peercollaboration. Egbert (2006) suggests that a computer-assisted languagelearning (CALL) course in teacher education can be made more relevant topre-service teachers if they are made to participate in an actual online CALLcourse. Doering and Beach (2002) and Muller-Hartmann (2006) analyze onlinecollaboration, focusing on aspects of teacher development, and suggest thatauthentic experiences in online projects may help pre-service teachersrealize the potential of media for student motivation. At the same time,online collaboration exposes novices to the complex roles that these mediarequire of teachers, and encourages them to confront and improve lackingmedia skills.

Alongside recent sociocultural trends in L2TE, approaches toanalyzing teacher development have shifted since the mid-1990s. Earlier workon teacher cognition commonly employed pre- and post-questionnairecomparisons to examine changes in pre-service teachers' beliefs andknowledge over the course of their training (MacDonald, Badger, & White,2001; Peacock, 2001; Urmston, 2003). More recent studies employingsociocultural frameworks have examined teachers' cognition or identitydevelopment in "life histories" (Hayes, 2005), "narrativeinquiry" (Johnson & Golombek, 2002), and "journal writing"(Johnson, 1996). To avoid sole dependence on self-reports, some havesuggested supplementing studies of narrated identity with practice-based datasuch as observation records to capture "identity-in-practice"(Cross, 2010; Kanno & Stuart, 2011).

Among those emphasizing the social dimensions of teachercognition, Cross (2010) suggests the Vygotskian genetic framework (1981) andactivity theory (Engestrom, 1999; Leontiev, 1981) as productive approaches tounderstanding social, historical, and contextual aspects of teachers'development. Vygotsky's genetic framework is based on his understandingof human development, in which "the social dimension of consciousness isprimary in time and fact. The individual dimension of consciousness isderivative and secondary" (Vygotsky, 1978, p. 30). Thus, in order tounderstand higher mental functioning, we must first understand its originsand transitions in the developmental process. Vygotsky proposes severaldifferent but interrelated genetic domains: "phylogenesis,""sociocultural history," "ontogenesis," and"microgenesis" (Vygotsky & Luria, 1993). The phylogeneticdomain concerns the development of the human species (e.g., from apes tohumans), while the sociocultural-historic concerns the development of humangroups, artifacts, and social order. The ontogenetic domain concerns thelifetime development of individuals; and the microgenetic domain accounts forthe activities that make up individual practices.

Cross (2010) emphasizes the advantages of activity theory inanalyzing teacher development, claiming that teaching practice should beperceived as an activity where education policy (rules), teacher/studentroles (division of labor), classroom discourse or teaching materials(instruments), and the teacher and students (subjects) constantly influenceeach other. Contradictions encountered in the course of teaching practicethus reveal how teachers' expectations are challenged and influenced,reshaping teachers themselves as well as their teaching practices. Byidentifying such contradictions and examining how they relate toteachers' cognition, the present study addresses the ways in whichpre-service teachers transform themselves as subjects through thedifficulties they face in online engagements with L2 learners. The geneticanalysis takes into account the social and historical dimensions of teachingactivities, showing how student teachers' transformations at themicrogenetic activity level are further related to broadersociocultural-historic and ontogenetic activity domains (i.e., teachers'life experiences and the educational policies in their society).

Thus, the present study employs an activity theory framework toexamine how native-speaking student teachers develop their teacher identitiesthrough online engagement with L2 learners. Specifically, the study seeks toidentify the contradictions that arise in the relevant activity systems, andto understand how these contradictions relate to student teacher identitydevelopment. By framing these goals within the scope of action research(Wallace, 1995), this study illustrates the potential of implementing actualonline L2 teaching practice into L2TE programs in order to enhance aspects ofteacher learning that are overlooked under the current teaching practicumsystem. 006ab0faaa