Online Dialogue Discussion: A Tool to Support Pre-Service Teacher Candidates’ Understanding of Literacy Teaching and Practice2 Article
Ann Courtney, Frederick B. King, University of Hartford, United States
CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
One of the challenges of teacher education is to train preservice teachers to deliver a wide range of literacy skills to a diverse population. This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers' literacy understanding. Providing many opportunities for supportive and interactive online dialog enabled the preservice teachers to develop a richer base of literacy learning knowledge. Specifically, the study demonstrated how asynchronously conducted discussions supported preservice teachers in acquiring and refining the content and pedagogical knowledge needed to teach literacy.
Courtney, A. & King, F.B. (2009). Online Dialogue Discussion: A Tool to Support Pre-Service Teacher Candidates’ Understanding of Literacy Teaching and Practice2. Contemporary Issues in Technology and Teacher Education, 9(3), 226-256. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 22, 2018 from https://www.learntechlib.org/p/24204/.
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