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What student teachers are talking about their online Communities of Practice (CoP) in Constructivist online course? Investigating student teachers’ experiences in double-layered CoP participation
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, , OISE/University of Toronto, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper suggests an integrated model of CoP and Constructive online course based on understanding the relationship between student teachers’ online course experiences and their CoP participation. There have been two theoretically and technologically interconnected efforts in teacher education fields such as teachers’ online CoP development and Constructive online course design. Even though these two approaches have not been practically integrated with each other; even though their potential synergies. Based on deeper understanding of the relationship between two approaches, this study will suggest an integrated model of CoP and Constructivist online courses. This paper further discusses the possibility to bring student teachers’ external CoP experiences into the online course to strengthen their situated and authentic shared learning experiences beyond the CoP experiences developed within the course; which called double layered CoPs experiences.

Citation

Lee, K. & Brett, C. (2012). What student teachers are talking about their online Communities of Practice (CoP) in Constructivist online course? Investigating student teachers’ experiences in double-layered CoP participation. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 566-573). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2020 from .

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