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Online Dialogue Discussion: A Tool to Support Pre-Service Teacher Candidates’ Understanding of Literacy Teaching and Practice2 Article

, , University of Hartford, United States

CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

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.

Citation

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: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2017 from .

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