Please use this identifier to cite or link to this item:
|Title:||Developing Theory-Practice Understanding Through Online Discourse Among Pre-Service Teachers|
Cheng, Ka Lok
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Chan, C., Chan, K., & Cheng, K. L. (2018). Developing Theory-Practice Understanding Through Online Discourse Among Pre-Service Teachers . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||This study examined how pre-service teachers developed an integrated theory-practice understanding through online discourses in the context of a teacher education course. Twenty pre-service teachers from a university-based course “Educational Inquiry” that included a component of school experience participated in the study. It included students engaging in online discussion to help them reflect on their school experience and to collaborate with their peers in linking theory and practice. Through an analysis of their online discourses, we identified a range of conceptual and collaborative strategies that the participants used to deepen their understanding and extend their learning space. We also examined the students’ discourse through the lens of theory-practice dialectics to show how pre-service teachers practicalize theories and theorize practical experience. We also discussed the implications of designing online discussion and the use of strategies to scaffold pre-service teacher learning in theory-practice integration.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.