Using online discussions to develop preservice teachers as informed and critical professionals

Year: 2007

Author: Ryan, Josephine

Type of paper: Abstract refereed

This paper reports findings from five years of investigation of the use of online discussions with large cohorts of pre-service literacy teachers (approximately 200 each year). The report outlines essential components for effective online discussion noting the challenges involved when aiming for informed and critical discussion among large groups of novice educators. It elaborates on the most successful approach to this undertaking involving the use of case study scenarios as the focus of discussion. The report argues that the case study discussions were most effective in promoting professional discussion because they allowed a more effective expert role for the instructors.