Promoting Communication, Inquiry, and Reflection in an Early Practicum Experience Via an On-line Discussion Group
ARTICLE
Kellah M. Edens
Action in Teacher Education Volume 22, ISSN 0162-6620
Abstract
Evaluated the use of an online discussion group to strengthen preservice teachers' communication, inquiry, and reflection. Analysis of participants' dialogue indicated that the most important benefit was that practicum students placed at different grade levels communicated their observations and concerns in a non-evaluative setting. The paper examines pitfalls encountered and the importance of fostering communication and reflective inquiry. (SM)
Citation
Edens, K.M. (2000). Promoting Communication, Inquiry, and Reflection in an Early Practicum Experience Via an On-line Discussion Group. Action in Teacher Education, 22,. Retrieved August 19, 2022 from https://www.learntechlib.org/p/91471/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Online learning management systems (LMS) and sense of community: A pre-service practicum perspective
Glenn Rideout, Robert Bruinsma, John Hull, Jacob Modayil & Jacob Modayil
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 33, No. 3 (May 23, 2008)
-
Interventions for facilitating higher-level discussions among elementary students in computer supported collaborative learning
Chiung-Hui Chiu, Hsin-Chih Huang & Ying-Chih Hung, Institute of Information and Computer Education, National Taiwan Normal Univ., Taiwan
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2682–2688
-
Using Teleconferencing as a tool in the student teaching experience
Kathleen Swan & Joan Mazur, University of Kentucky, United States; Amy Good, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2689–2694
-
Issues with Using Discussion Boards and Incentives in Teacher Education Research
Kathleen Tate & Janet Strickland, University of West Georgia, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1275–1277
-
An Online Interdisciplinary Discussion:Promoting Collaboration Between Early Childhood and Special Education Preservice Teachers
Cynthia Geer, Xavier University, United States; Lee Hamill, Talawanda City Schools, United States
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 533–553
-
Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers
Chinwe Ikpeze, St John Fisher College, United States
Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 383–407
-
Promoting Student Teacher Success in Isolated and Rural Areas
Sara Fry, Bucknell University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2513–2518
-
Asynchronous Discussion Forums: A Closer Look at the Structure, Focus and Group Dynamics that Facilitate Reflective Thinking
Jennifer Lewinson, Touro University International, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 1 (2005) pp. 93–115
-
Improved Communication Through Online Discussion
Trudy Abramson, Nova Southeastern University, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 116–120
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
