The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program

Autor/inn/en	Justice, Julie; Anderson, Janice; Nichols, Kathleen; Gorham, Jennifer Jones; Wall, Steve; Boyd, Ashley; Altheiser, Leah
Titel	The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
Quelle	In: Journal of Technology and Teacher Education, 21 (2013) 1, S.49-88 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teacher Education; Communities of Practice; Elementary School Teachers; Preservice Teachers; Student Participation; Cooperative Learning; Computer Mediated Communication; Electronic Publishing; Web Sites; Identification (Psychology); Reflection; Educational Technology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Community; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kooperatives Lernen; Computerkonferenz; Elektronisches Publizieren; Web-Design; Unterrichtsmedien
Abstract	This study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. Building upon the previous work with in-service teachers of Luehmann (2008), we examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. As pre-service teachers participated in the community over the course of the academic year, they discussed shared practice, developed meaning and through this community transformed their identity over time. An analysis of the data demonstrated tensions around epistemologies, community and identity development. By using this framework to analyze the data, the focus became on the tensions and opportunities for development of pre-service teachers progression from the legitimate peripheral participant to a fully engaged practitioner. (Contains 1 table, 3 figures and 1 footnote.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10