When pre-service teachers engage in professional experience, they do not have access to the on-campus support network that usually exists through social interaction and face-to-face communication. This may cause them to feel isolated at a time when they are anxious about accessing teaching resources, developing meaningful learning activities and managing student behaviour. They may also be concerned about the ability to put knowledge into practice under the watchful eyes of classroom teachers and students. This paper examines the use of the Learning Management System (LMS) Blackboard, as a means of providing valuable opportunities for pre-service teachers to engage in collaborative online communication. In this context, the online communication can be successful in connecting pre-service teachers and building genuine learning communities that support the profession. The communicative support accessed asynchronously through Blackboard has the potential to strengthen and enhance the teaching experience of pre-service teachers during the professional experience.
|Keywords:||Pre-service Teachers, Professional Experience, Collaborative Online Communication|
Lecturer, School of Education, Australian Catholic University, Queensland, Australia
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