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Mediation issues in the construction of teachers’ knowledge in a blended-learning in-service course.
PROCEEDINGS

, University of Barcelona, Spain

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We present the findings of the exploratory analysis of a case study conducted as part of the research leading to a doctoral thesis. The object of the study is the joint construction of pedagogical knowledge among in-service secondary schoolteachers, through their participation in a blended-course intended to encourage teaching innovation. Using the approach from interactivity, the method analysis adopted identifies the tutors’ and the other participants’ mediation procedures along the preparation of authentic tasks. The findings suggest that a structured, adjusted process of mediation provide elements that seem to be very useful to a better understanding of the kind of knowledge that is constructed and how it is constructed. Further study of two processes is needed: the process of construction of joint activity by the tutor and the learners through content centered activities and the learning tasks; and the process by which participants construct meaning from the same content and tasks.

Citation

Correia, M. (2011). Mediation issues in the construction of teachers’ knowledge in a blended-learning in-service course. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 124-129). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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