Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers

Autor/in	Ikpeze, Chinwe
Titel	Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers
Quelle	In: Journal of Technology and Teacher Education, 15 (2007) 3, S.383-407 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Teacher Educators; Teacher Education; Preservice Teachers; Graduate Students; Content Analysis; Cooperative Learning; Group Dynamics; Computer Mediated Communication; Teacher Collaboration; Peer Relationship; Interaction; Group Discussion; Literacy Education; Faculty Development; Group Structure + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Inhaltsanalyse; Kooperatives Lernen; Gruppendynamik; Computerkonferenz; Lehrerkooperation; Peer-Beziehungen; Interaktion; Gruppendiskussion; Gruppenstruktur
Abstract	Although researchers and educators agree that small group collaboration is an essential part of teacher education, not much attention had been paid to examining the dynamics, characteristics, and processes of online group collaboration involving teachers in a peer-led context. Yet, understanding how online teacher learning groups evolve and what conditions facilitate or hinder learning in such an environment is important to inform teacher educators about optimal ways to organize and facilitate group learning in teacher education. The purpose of this study is to investigate group characteristics and processes that impact peer-led group discussions and the role of the group facilitators in online small group learning. Thirty-one graduate students in a teacher education literacy seminar participated in the study. The study provides a qualitative content analysis of small group collaboration and insight to support existing structures for preservice and inservice teachers' professional development. (Contains 1 table.) (Author).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10