Search results for: Tinkler Barri

The current study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. The findings reveal that the case discussions provided evidence of a morally reflective stance toward teaching. However, the candidates were more focused on working toward a solution versus fully exploring the complexity of the case. Furthermore, the analysis shows that the asynchronous, threaded discussion format embodies several features that appeared to foster dialogue that engaged candidates in substantive moral reflection upon teaching.