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ERIC Number: EJ871787
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0360-1315
Pedagogical-Research Designs to Capture the Symbiotic Nature of Professional Knowledge and Learning about e-Learning in Initial Teacher Education in the UK
Turvey, Keith
Computers & Education, v54 n3 p783-790 Apr 2010
This paper argues that if new communications technologies and online spaces are to yield "new relationship[s] with learners" then research that is tuned to recognize, capture and explain the pedagogical processes at the center of such interactions is vital. This has implications for the design of pedagogical activities within Initial Teacher Education (ITE) intended to develop student teachers' professional knowledge and understanding of e-learning strategies. A case study is presented of an intervention, which attempted to synthesize a face-to-face and online school-based experience with University-based lectures, in order to develop student teachers' capacity to theorize and reflect upon the development of their online pedagogical practice. Theory that focuses on the complex and symbiotic nature of professional knowledge and learning was developed to analyse data in the form of interviews with student teachers and archived extracts from their online interactions with the children. The aim was to evaluate the effectiveness of a pedagogical-research design based upon the authentic and situated use of e-learning strategies and technologies for developing student teachers' professional knowledge and understanding of online pedagogy. Ultimately the paper concludes that, from the perspective of a dynamic conceptualization of e-learning as continuously emerging then a pedagogical-research design that develops and captures student teachers' capacity to reflect upon the development of their own online pedagogy and professional knowledge and understanding in relation to e-learning is vital. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom