You are here:

Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy Article

, , Michigan State University, United States ; , University of Delaware, United States

Journal of Technology and Teacher Education Volume 16, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article explores results from a research project studying teacher learning and faculty teaching in two online courses for teachers in a master's degree program. We focus on the interactions among students in online small-group discussions. We argue that three aspects of the online courses impact the way students enter into discussions online, and consequently, what they have opportunities to learn: (a) the subject matter itself, (b) the representations and media through which the subject matter is engaged, and (c) the tasks students are asked to carry out online. In addition, we argue that students' disposition to engage in constructive discourse (or not) is an important and only partly controll :able factor in what happens in online discussion.

Citation

McCrory, R., Putnam, R. & Jansen, A. (2008). Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy. Journal of Technology and Teacher Education, 16(2), 155-180. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved October 16, 2018 from .

Keywords

View References & Citations Map

References

  1. Feiman-Nemser , S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6) , 1013-1055.
  2. McCrory, R. (2008). Science, technology and teaching: The top ic-spec if ic challenges of TPCK in science. In B. Cato (Ed.) , The handbook of technological pedagogical content knowledge for teaching and teacher educators. Mahwah , NJ: Lawrence Erlbaum.
  3. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Res ton , VA: National Council of Teachers of Mathematics.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers

    Tina Starling & Hollylynne Lee, NC State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125

  2. Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches

    Tabia Lee, University of San Francisco, United States; Cinzia Forasiepi, Sonoma State University, United States; Kevin Graziano, Nevada State College, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 388–392

  3. Hearing a Chorus of Nods: A Connected Stance in Online Asynchronous Communication

    Susan Wegmann, University of Central Florida, United States; Joyce McCauley, Sam Houston State University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 816–821

  4. Distance Education in Teacher Education: A National Study

    Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 280–287

  5. Counting to 20: The Affordances and Constraints of Face-to-Face and Online Versions of an Elementary Mathematics Methods Problem-Solving Activity

    Catherine Stein, East Carolina University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3523–3528

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.