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ERIC Number: EJ827665
Record Type: Journal
Publication Date: 2009-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
The POD Model: Using Communities of Practice Theory to Conceptualise Student Teachers' Professional Learning Online
Clarke, Linda
Computers & Education, v52 n3 p521-529 Apr 2009
This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers' learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the "panoptical" tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers' learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/"hidden". The paper also examines the key technological and pedagogical issues which affect students' online learning. (Contains 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A