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ERIC Number: ED453190
Record Type: Non-Journal
Publication Date: 2001-Apr-13
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Orchestrating Narrative and Paradigmatic Cognition: Prospective and Practicing Teachers Theorizing Classroom Practice.
Ellis, Nancy; Whyte, Alyson
This study investigated how electronically transmitted multimedia collaboration facilitated appropriation of pedagogical and conceptual tools by preservice and practicing teachers in two different regions of the country, all of whom were interested in groupwork. Researchers sought to support practicing teachers' implementation of complex instruction by provoking reiterative analytic search of key theoretical propositions necessary for providing constructive criticism of prospective teachers' graphic representations of group work. They also sought to support preservice teachers' appropriation of important propositional knowledge and corresponding pedagogical tools through the exchange of intellectual resources with practicing teachers. Researchers posted on a Web site preservice teachers' drawings of groupwork for critique. The drawings represented various partial appropriations of the pedagogical tools central to complex instruction. A classroom videotape was also posted to encourage discussion of potential problems in using student groups. Data from focus group discussions and critiques of drawings indicated that: drawing helped formalize teachers' understanding of pedagogical and conceptual tools; critiques highlighted patterns of representation and misrepresentation of conceptual and pedagogical tools that occurred; multiple simulations were important for understanding the nature of teaching and learning through groupwork; and videotapes of practicing teachers shown on a Web site could generate interaction between teachers in diverse regions. (Contains 31 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A