Do Beginning Teachers Know How to Participate and Interact in Online Discussion? Outcomes from a Victorian Case Study

Autor/in	Jordan, Kathy
Titel	Do Beginning Teachers Know How to Participate and Interact in Online Discussion? Outcomes from a Victorian Case Study
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 7, S.1247-1262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Distance Education; Content Analysis; Beginning Teachers; Case Studies; Teacher Competency Testing; Beginning Teacher Induction; Microteaching; Transcripts (Written Records); Communication Skills; Skill Analysis; Skill Development; Discourse Communities; Social Networks; Discussion (Teaching Technique); Educational Technology; Participation; Vignettes; Asynchronous Communication; Computer Mediated Communication; Technological Literacy + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Inhaltsanalyse; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Social network; Soziales Netzwerk; Unterrichtsmedien; Teilnahme; Computerkonferenz; Technisches Wissen
Abstract	The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using text-based asynchronous programs, online discussion is advocated to enable teachers to interact with one another, and therefore remove teacher isolation and encourage reflective practice (Zhao & Rop, 2001). This paper reports on a small scale study of 64 beginning teachers, who were asked to simulate online discussion, as a means of preparing them for later participation and interaction online. Transcripts were analysed using Henri's (1992) model of content analysis, revealing considerable one-way posts and few interactive posts. This study suggests that rather than being "digital natives" (Prensky, 2001) these beginning teachers lacked the skills to participate and interact online. (Contains 3 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10