NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810848
Record Type: Journal
Publication Date: 2008-Jan
Pages: 28
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0887-8730
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment
Greene, H. Carol
Teacher Educator, v43 n1 p1-28 Jan 2008
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described. Results from qualitative and quantitative analyses support the notion that CMC enhanced learning outcomes as measured by reflective capacity. Using the Developmental Model of Reflection as a Cognitive Outcome Scale (Crotty, 2001), results from an ANOVA indicate significant growth in the preservice teachers' reflective comments across the semester. (Contains 1 figure and 2 tables.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A