"Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
Trena Paulus, University of Tennessee, United States ; Lisa Scherff, University of Alabama, United States
Journal of Technology and Teacher Education Volume 16, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Isolation and a lack of support contribute to high attrition rates among novice teachers. Computer-mediated communication (CMC) is one mechanism for providing anytime, anywhere support to teachers. Previous research in this area has focused on structuring such discussions to encourage cognitive engagement, yet little attention has been paid to how CMC can be used for psychological support. We conducted a qualitative case study to examine the online discussions of 15 English Education preservice teachers utilizing Blackboard's™ discussion forum. We explored the topics they chose to discuss as well as how they dialogued with each other in this medium as a mechanism for support during their year-long internship. Their dialogue was found to focus on six major concerns consistent with previous research. Of more interest was the way in which the interns demonstrated their emotional engagement, responsiveness to each other, and meaning-making through storytelling. Their stories, which conveyed either self-efficacy or self-doubt, were mechanisms used by the interns to elicit and provide support to each other. Implications for the design of online dialogue groups for preservice teachers are discussed.
Paulus, T. & Scherff, L. (2008). "Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers. Journal of Technology and Teacher Education, 16(1), 113-136. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2008 Society for Information Technology & Teacher Education
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Jackie HeeYoung Kim, Armstrong Atlantic State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2869–2875
Andrea Reupert & Barney Dalgarno
Australian Journal of Teacher Education Vol. 36, No. 5 (April 2011) pp. 48–64
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