Preservice teacher’s conceptual development using computer mediated communication in language arts classes

Abstract

Only recently have we realized the increased need to design teacher education approaches that more effectively help preservice teachers in discussing their developing knowledge bases. This study explored the notion of the types of developing discourse related to the teaching of language arts through the use of computer mediated communication. Forty-nine preservice teachers participated weekly in threaded discussions over the period of one semester in their language arts course. Findings suggested that the preservice teachers engaged in talk that supported different types of pedagogical discourse related to teaching literacy. The types of discourse reflected: personal stories, talk related to teaching literacy strategies, defining literacy, and influences on their views of teaching literacy. Although students thought the CMC environment was helpful in shaping their views. Further research needs to be conducted to gain a greater understanding of the instructor's role within the CMC environment.

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