The Influence of Collective Asynchronous Discourse Elaborated Online by Pre-Service Teachers on Their Educational Interventions in the Classroom

Autor/in	Allaire, Stéphane
Titel	The Influence of Collective Asynchronous Discourse Elaborated Online by Pre-Service Teachers on Their Educational Interventions in the Classroom
Quelle	In: Canadian Journal of Education, 38 (2015) 2, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Preservice Teachers; Asynchronous Communication; Intervention; Statistical Analysis; Social Networks; Communities of Practice; Practicums; Teacher Supervision; Educational Quality; Teacher Effectiveness; Computer Mediated Communication; Teacher Attitudes; Student Attitudes; Classroom Techniques; Discourse Analysis; Foreign Countries; Teacher Education; Secondary School Teachers; Canada + Suchen Sie Ihr Suchwort? Statistische Analyse; Social network; Soziales Netzwerk; Community; Practicum; Praktikum; Praktika; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Computerkonferenz; Lehrerverhalten; Schülerverhalten; Klassenführung; Diskursanalyse; Ausland; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	Networked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued in the context of this exploratory research. Data was provided by asynchronous discourse written on the Knowledge Forum by five pre-service teachers during a 14-week practicum throughout the winter 2011 semester, as well as in situ observations from their university supervisor, while they were teaching students. Qualitative and descriptive quantitative analyses were conducted. In particular, results showed participants were highly concerned with quality of teaching when elaborating collectively in the electronic forum regarding ideas of interventions, and with the importance of properly handling the possible enactment of such ideas in the classroom while teaching. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01