Pre-service teachers' online reflexive discourse patterns during student teaching
Therese Laferriere, Laval University, Canada ; Stéphane Allaire, Université du Québec à Chicoutimi, Canada
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on pre-service teachers' use of Web-based environments to support field experiences, collaborative reflective practice and knowledge building. The goal was to identify pre-service teachers' online reflexive discourse patterns in a classroom-based community supported by an electronic forum during a four-month long practicum. All participating pre-service teachers went to the same PDS school for learning to teach in their last year of their four-year B. Ed. in Secondary Education. This university-school partnership applied the professional development school model (PDS), and the school had a student-owned laptop program. For six consecutive years pre-service teachers' online discourse related to the four-month long practicum was analyzed, and discourse patterns identified. Results indicate that, under proper circumstances of use, electronic forums support collaborative reflective practice. Moreover, the online discourse can transform into that of a knowledge building community under proper circumstances.
Laferriere, T. & Allaire, S. (2007). Pre-service teachers' online reflexive discourse patterns during student teaching. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 850-857). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).