Early Childhood Student-Teachers' Experiences of Blended Learning Using Community of Inquiry as Theoretical Framework

Autor/inn/en	Du Preez, Hannelie; West, Joyce
Titel	Early Childhood Student-Teachers' Experiences of Blended Learning Using Community of Inquiry as Theoretical Framework
Quelle	In: Perspectives in Education, 40 (2022) 4, S.135-151 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Du Preez, Hannelie) ORCID (West, Joyce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.38140/pie.v40i4.6186
Schlagwörter	Early Childhood Teachers; Student Teachers; Blended Learning; Foreign Countries; Communities of Practice; Inquiry; Educational Technology; Educational Administration; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Community; Unterrichtsmedien; Bildungsverwaltung; Schuladministration; Schulverwaltung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Amongst the contemporary needs of societies in the fourth industrial revolution, are student-teachers who are adaptable, ethical, and literate in developing technology-mediated environments. Cultivating such teachers requires engaging them experientially in blended learning practices. We explored 155 student-teachers' experiences of blended learning, at a South African institution for higher education, by using the Community of Inquiry (CoI) as theoretical framework. We created cognitive, social, and teaching presences within the initial teacher education module on their learning management system, Blackboard LearnTM. Utilising explanatory mixed-method as research approach enabled us to compare student-teachers' experiences of the three presences using a Likert-type questionnaire and reflective feedback. Studentteachers' online engagement reflected a good cognitive and teaching presence; whilst their social presence was maintained using disparate social media applications and consequently sidestepping this higher education institution's learning management system. Social constructivists endorse socially situated knowledge, collaborative validation of understanding, and one's own construction of meaning. Supposing that student-teachers education social studies for democratic citizenship education necessitate social presence as it precedes cognitive and teaching presences. The implication for higher education institutions is to create a sustainable online social presence within their learning management systems for prospective teacher citizens to be better prepared for technology-mediated milieus. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01