Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice

Autor/inn/en	Reneland-Forsman, Linda; Magnusson, Maria
Titel	Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice
Quelle	In: Journal of University Teaching and Learning Practice, 16 (2019) 2, Artikel 13 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Thinking Skills; Skill Development; Internet; Seminars; Web Based Instruction; Models; Academic Language; Preschool Teachers; Preservice Teacher Education; Preservice Teachers; Educational Technology; Technology Uses in Education; Communication Skills; Metacognition; Language Usage; Cultural Differences; Finland; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Seminar; Web Based Training; Analogiemodell; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kommunikationsstil; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachgebrauch; Kultureller Unterschied; Finnland; Norwegen; Schweden
Abstract	With this study we have a twofold aim. Firstly, to develop a model for identifying and analyzing the status of students' scholarly thinking, and secondly to design and evaluate an educational practice with the aim of supporting these skills. A series of webinars connected researchers and students from Finland, Norway and Sweden and gave the students access to an authentic Network of researchers, otherwise not accessible to them. The webinars were recorded and an analysis, inspired by variation theory, were conducted in order to identify signs of scholarly thinking in student reasoning when discussing students' final thesis. Findings were then used to construct a model for identifying variations of scholarly thinking as qualities of scholarly discernment, identified in students' communicative actions. Two critical aspects for stimulating scholarly thinking during webinars emerged from data. First the diversity of language and knowledge and secondly, a more informal framing. A carefully staged webinar using these two critical aspects, offers a socialization of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students' identity and constantly debated. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01