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Preservice Teacher Commognitive Conflict Around Poetic Discourse in Digital Spaces and Implications for Equitable Teaching

, New York University, United States

CITE Journal Volume 20, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study used the commognitive framework (Sfard, 2009) to study the learning of preservice teachers in a collaborative digital environment, examining a case of commognitive conflict around using informal and multimodal representations to discuss poetry as opposed to formal academic English. The analysis shows the complexity of power relationships around language use in collectively owned online spaces and the difficulty of shifting the leading discourse when teachers step back and allow students to drive digital discussions.

Citation

Jones, K. (2020). Preservice Teacher Commognitive Conflict Around Poetic Discourse in Digital Spaces and Implications for Equitable Teaching. Contemporary Issues in Technology and Teacher Education, 20(4), 592-617. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 9, 2021 from .