Assessing the Level of Collaborative Writing in a Wiki-Based Environment: A Case Study in Teacher Education

2020 ◽

pp. 316-338

Author(s):

Le Wang ◽

Yi Luo ◽

Pengpeng Feng

Keyword(s):

Teacher Education ◽

Developmental Trajectories ◽

Collaborative Writing ◽

Digital Literacies ◽

Structured Interviews ◽

Spring Semester ◽

Roles And Responsibilities ◽

Teacher Student ◽

Core Components

Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies. Adopting a case study, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this chapter identifies the core components of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being), and further explores pre-service teachers' developmental trajectories of digital literacies before concluding with a discussion of implications for instruction and teacher education.

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A Case Study in Japanese Teacher Education

PsycCRITIQUES ◽

10.1037/040934 ◽

2005 ◽

Vol 50 (9) ◽

Cited By ~ 1

Author(s):

Lowell Brubaker

Keyword(s):

Teacher Education

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Analyzing CMS affordances through the RAT framework for online language teacher education: A case study

PsycEXTRA Dataset ◽

10.1037/e610152012-045 ◽

2012 ◽

Author(s):

Esther Smidt ◽

James Schumann ◽

Karen Clement ◽

Jesse Greenleaf ◽

Mandy Nelson ◽

...

Keyword(s):

Teacher Education ◽

Language Teacher Education ◽

Language Teacher

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Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project

E-Learning and Digital Media ◽

10.1177/2042753020988920 ◽

2021 ◽

pp. 204275302098892

Author(s):

Liudmila Shafirova ◽

Kristiina Kumpulainen

Keyword(s):

Participant Observation ◽

Collaborative Writing ◽

Online Collaboration ◽

Identity Work ◽

Ethnographic Case Study ◽

Internet Users ◽

Affinity Groups ◽

My Little Pony ◽

Dialogic Space

Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This ethnographic case study explores how four young adults, fans of the show My Little Pony: Friendship is Magic (bronies), negotiated a dialogic space for their online collaboration on a fan translation project and how this created opportunities for their identity work. After a year of participant observation, we collected interviews, ethnographic diaries and participants’ chats, which were analysed with qualitative content and discourse analysis methods. The findings showed how the Etherpad online writing platform used by the participants facilitated the construction of dialogic space through the visualization of a shared artefact and adjustable features. It was in this dialogic space where the participants negotiated their expert identities which furthered their discussions about writing, translating and technological innovations. The study advances present-day knowledge about online collaboration in affinity groups, engendering the construction of a dialogic space for collaborative writing and participants’ identity work.

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Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

Research in Education ◽

10.1177/0034523721989370 ◽

2021 ◽

pp. 003452372198937

Author(s):

Caroline Elbra-Ramsay

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Small Scale ◽

First Year ◽

Case Study Methodology ◽

Study Methodology ◽

Undergraduate Programme ◽

Phenomenological Case Study ◽

International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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From salvation to inquiry: Preservice teachers’ conceptions of race

Global Studies of Childhood ◽

10.1177/2043610620978510 ◽

2020 ◽

Vol 10 (4) ◽

pp. 368-384

Author(s):

Lucinda Grace Heimer

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Critical Race Theory ◽

Classroom Practice ◽

Future Teacher ◽

Teacher Education Programs ◽

Education Programs ◽

The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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Education for Social Change: The Case of Teacher Education in Wales

Sustainability ◽

10.3390/su13158574 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8574

Author(s):

Rebecca Weicht ◽

Svanborg R. Jónsdóttir

Keyword(s):

Teacher Education ◽

Social Change ◽

Teacher Educators ◽

Entrepreneurial Education ◽

Constructive Learning ◽

Study Approach ◽

The University ◽

Action Competence ◽

Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

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