The Comparison of The Reinvestment of Collaborative Asynchronous Discourse Observed by Two Main Actors of Pre-Service Teacher Education

Abstract

Networked communities are growing and they offer new affordances for reflection on practice in education. Few authors have observed how collective asynchronous discourse can be re-used in the classroom. This is the objective that we pursued in research combining a questionnaire filled out by pre-service teachers and in situ observations from their university supervisor. Analyses showed that both the pre-service teachers and the university supervisor recognized that the former used many ideas elaborated online.