Search results for: Online discussions
Page 2/3 26 items
This article describes a project designed to improve the practicum in rural areas. The researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. The findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format.
Updated: Dec. 23, 2014
Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis
The purpose of this study was to assess the efficacy of using online social networks with preservice history teachers. The findings revealed that the Ning was an environment that allowed for real-time discussions of praxis that engaged not only their students, but other preservice and in-service teachers from around the world. The students had meaningful conversations concerning praxis online during the semester they were required to do so. These conversations reinforced the learning occurring in this seminar and at students’ practicum sites.
Updated: Oct. 22, 2014
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.
Updated: Sep. 02, 2013
Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Updated: Apr. 26, 2011
Prospective Primary Mathematics Teachers’ Learning from On-line Discussions in a Virtual Video-Based Environment
The purpose of this study was to investigate how participation and reification of ideas about mathematics teaching are constituted in on-line discussions when prospective primary mathematics teachers analyzed video-cases about mathematics teaching. Prospective teachers enrolled in a mathematics methodology course participated in two virtual learning environments that integrated the analysis of video-clips, on-line discussions and writing essays about key aspects of mathematics teaching.
Updated: Sep. 05, 2010
Online Dialog: A Tool to Support Preservice Teacher Candidates’ Understanding of Literacy Teaching and Practice
This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers’ literacy understanding. The study demonstrated how asynchronously conducted discussions supported preservice teachers in acquiring and refining the content and pedagogical knowledge needed to teach literacy. This study has implications for how teacher educators prepare teacher candidates in the teaching of literacy for all learners.
Updated: Jun. 13, 2010
This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. The findings suggest evidence of both collegial and critical forms of discussion. Collegial discussion was found to be important in developing and maintaining community while critical discussion was vital for its role in transforming teachers' beliefs.
Updated: May. 25, 2010
This paper explores the role of online discussion in the ways it fosters critical literacy by analyzing the online discourse of the teachers in an online literature course. The 13 participants were mostly in-service teachers in K-12 settings throughout New England. Implications relating to both the online nature of teaching and the various strategies to foster critical literacy in everyday classrooms are described.
Updated: Feb. 21, 2010
Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology
This study investigates preservice teachers' conceptual understanding of global education. Data were collected subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. The data included 59 preservice teachers' online messages and reflective essays.
Updated: Jun. 03, 2009
Student Perceptions of Using Instant Messaging Software to Facilitate Synchronous Online Class Interaction in a Graduate Teacher Education Course
The study examined student perceptions of using instant messaging software for online interactive chapter discussions in a graduate teacher educational technology course. Students rated the course significantly higher than their regular classroom courses. The findings support the proposition that instant messaging may be used as a technique to increase dialogue. Hence, It reduces transactional distance, especially among students, in an online course environment.
Updated: Mar. 09, 2009