NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113475
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1941-5257
Co-Constructing Practice in an Online ESOL Literacy Methods Course
Peercy, Megan Madigan; DeStefano, Megan; Kidwell, Tabitha; Ramirez, Rebekah
Professional Development in Education, v42 n5 p752-766 2016
Understanding how online approaches to teacher education can support teacher candidates (TCs) in the central work of teaching, that of engaging in practice with learners, has become increasingly important. This study is aligned with scholarship in core practices, which asserts that opportunities to examine, engage in and reflect upon the moment-to-moment activities of teaching are crucial for TCs to learn to do them well. The study aims to contribute to the exploration of opportunities for co-constructed TC learning by examining their learning experiences in online courses. Drawing upon a sociocultural theoretical framework, the study examines synchronous interactions between three TCs and their teacher educator in the context of a fully online English for speakers of other languages literacy methods course. Specifically, we explore the following research question: what opportunities do synchronous online lesson rehearsal cycles provide for TCs' co-construction of practice?
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A