Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK
ARTICLE
Keith Turvey
Computers & Education Volume 54, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This paper argues that if new communications technologies and online spaces are to yield ‘new relationship[s] with learners’ ( DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre 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 conceptualisation of e-learning as continuously emerging ( Andrews & Haythornthwaite, 2007) 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.
Citation
Turvey, K. (2010). Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK. Computers & Education, 54(3), 783-790. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/67142/.
This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2009.08.013Keywords
- blended learning
- case studies
- Computer Assisted Instruction
- computer mediated communication
- Discourse Analysis
- e-learning
- Educational Research
- Educational Strategies
- educational technology
- electronic learning
- Foreign Countries
- instructional design
- Intervention
- Interviews
- Knowledge Base for Teaching
- Learning platform
- learning strategies
- Lecture Method
- online courses
- pedagogy
- preservice teacher education
- Professional knowledge
- reflection
- research design
- Research Methodology
- Research Needs
- student teachers
- teacher attitudes
- Teacher Student Relationship
- technology integration
- Virtual Classrooms
- virtual learning environment
- Web Based Instruction
Cited By
View References & Citations Map-
Learning to Teach a Blended Course in a Teacher Preparation Program
Jung Jin Kang, Michigan State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 1 (March 2014) pp. 54–71
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