Changing technological tools offer pre-service teachers opportunities to engage in knowledge building; however, new ways do not necessarily result in high quality learning. Additionally, the use of such tools requires that teacher educators possess knowledge and understanding of these technologies. This paper describes a study of the process through which a teacher educator refined the design of electronic forum assignments which required students to participate in an asynchronous dialogue over a period of time while engaged in their practicum experience. The refinements were intended to maximize the possibility of deepening the theory-practice connections made by pre-service teachers in a practicum. The paper focuses on an 12 month period during which the teacher educator began by drawing on current research in online learning communities and teacher education. It examines factors that influenced the series of refinements that were made in two different courses, including pre-service teachers’ perceptions of the impact of their participation in the forum on their learning.
|Keywords:||E-learning, Teacher Education, Theory-Practice Connections|
Associate Professor, Education, Bishop’s University, Sherbrooke, Quebec, Canada
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