The use of an on-line discussion forum to support collaborative studying practices and argumentation amongst trainee teachers

Ryan-Atkin, Helen (2015) The use of an on-line discussion forum to support collaborative studying practices and argumentation amongst trainee teachers. Teacher Education Advancement Network Journal, 7 (1). pp. 25-37.

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Abstract

This study emerged from my concern as module tutor over the lack of participation amongst my student teachers on an Initial Teacher Training degree in lively, reasoned debate. Traditional approaches to teaching, which see learning as primarily a cognitive, internally-driven process, rarely take into account learners’ linguistic and cultural worlds outside the classroom. A sociocultural perspective of learning makes clear the links between individuals’ personal worlds and learning, and acknowledges the crucial role these worlds play in shaping a person’s language and cognitive abilities. Facebook and Moodle sites were designed, aimed at promoting student participation in the debate around developing early reading. The research question concerned how far social media could contribute to enhancing students’ critical thinking and academic language, and what role the course tutor had in facilitating effective, online discussion. Findings identified a high quality of debate and critical thinking on the two sites, with my role as facilitator of the discussion being crucial in maintaining participation and guiding language use. Further research needs to be undertaken in order to investigate the potential of social media for encouraging and facilitating meaningful and challenging educational debate.

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network Journal
Publisher: UniPress
ISSN: 2054-5266
Departments: Faculty of Education, Arts and Business > Institute of Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Alison Jackson
Date Deposited: 15 Jul 2016 08:57
Last Modified: 17 Mar 2017 22:22
URI: http://insight.cumbria.ac.uk/id/eprint/2372

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