Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator

Choi, Eunjeong; Gaines, Rachel E.; Park, Jeong-bin H.; Williams, Kyle M.; Schallert, Diane L.; Yu, Li-Tang; Lee, Jeonghyun

doi:10.1016/j.tate.2016.03.015

Cited by 21 publications

(6 citation statements)

References 48 publications

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“…The interactions took place through different tools (e.g., narratives, blogs, chat, forum, web conferences or video conferences, social networks) that supported the participants in affectively engaging with other members of the community (Dyment and Downing 2018;Dickey 2004;Choi et al 2016;Farr and Riordan 2015;Gillies 2008) and enabled the creation of interpersonal relationships by projecting themselves (Farr and Riordan 2015;Dickey 2004;Choi et al 2016;Lee and Brett 2015). While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016).…”

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

“…While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016). Also, narratives allowed student teachers to feel safe to reveal their genuine identities (Lee and Brett 2015) and make sense of becoming a teacher (Choi et al 2016). Table 2 synthesises some of the most relevant factors influencing the establishment of the social presence.…”

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

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COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

734

442

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The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.

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Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

Section: The Presences In the Online Teaching And Learning Practicesmentioning

confidence: 99%

COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo

Flores

2020

European Journal of Teacher Education

734

442

View full text Add to dashboard Cite

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“…Next, using Corbin and Strauss’s (2008) constant comparative method, we derived themes to describe functions of narratives in the discussions, identifying two that referred to possible selves and the ways that participants reflected their backgrounds and contexts. Whereas in a previous report (Choi et al, 2016) we constructed an initial understanding of how narratives functioned for the class as a whole, here we used case study analysis to illustrate the particulars of how possible selves were imagined and shaped through narrative exchanges in CMD, re-assembling all data we had available for each case (Merriam, 1998; Yin, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…Narrative has been recognized as a central means by which identity is constructed (e.g., Moje & Luke, 2009; San Pedro, Carlos, & Mburu, 2017), but the connection between sharing one’s stories and imagining one’s possible selves requires investigation. In previous work, we focused on the role of what Bamberg (2006) called small stories in fostering bilingual preservice teachers’ understanding of teaching and learning and of what it means to become a teacher (Choi et al, 2016). That work led us to the current exploration of the ways four bilingual preservice teachers from diverse language, national, and educational backgrounds created updated iterations of their possible future selves (Markus & Nurius, 1986) as revealed and shaped by sharing personal and professional stories, real and imagined, in online discussions in a teacher preparation course.…”

mentioning

confidence: 99%

Exploring Possible Selves Through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms

Gaines

Choi

Williams

et al. 2017

Journal of Teacher Education

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We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it means to be a teacher of bilingual children. Data came from transcripts of nine computer-mediated discussions (CMDs) incorporated as a classroom activity in a theory-into-practice teacher preparation course. Findings suggest that preservice teachers’ diverse trajectories to becoming bilingual and their motivations for becoming teachers as expressed in narratives during CMD have the potential to increase the specificity and diversity of possible selves for all discussion participants. Narratives shared in discussion allow all preservice teachers to borrow from a library of lived experiences to inform their imagined future teaching selves.

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“…In a similar way, Kauchack and Eggen (2011) have established that the personal motivation and perception of the profession influences the way teachers think about themselves, their teaching practices and how they behave towards their colleagues and the children they teach. It also influences the professional identity formation and the way in which teachers envision who they are and their sense of belonging (Choi et al 2016). This view is also supported by Sahlberg (2011), when he contends that the choice to be a teacher impacts one's identity and belonging.…”

Section: The Choice To Be a Teachermentioning

confidence: 99%

Participatory Approaches to Unlocking Negative Perceptions on the Choice and Motivation to be a Primary School Teacher in Uganda

Wabule¹

2017

J. Sci. Sust. Dev.

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To achieve the goal of education for all, there is recognition of focusing on teacher's education to meet the increasing demand for qualified teachers. Many innovations have been implemented in Uganda to increase the number of trained teachers. However, despite this effort, there is concern about the declining numbers and the quality of candidates embarking on teacher education. This paper aims to show the social problem of low attraction to the teaching profession in Uganda. Based on empirical research, the paper explored a strategy for mitigation through a participatory action research approach which aimed at unlocking the negative perceptions and attitudes to the profession. It shows that teachers can secure a positive identity when taken through activities that make them feel recognised, valued and respected. Key words • Career choice • Teacher training • Teacher identity • Motivation • Commitment • Action research Les approches participatives pour libérer des perceptions négatives sur le choix et la motivation d'être un enseignant de l'école primaire en Ouganda Résumé. Pour atteindre l'objectif de l'éducation pour tous, il y a reconnaissance de l'accent sur l'éducation de l'enseignant pour répondre à la demande croissante d'enseignants qualifiés. De nombreuses innovations ont été mises en oeuvre en Ouganda pour augmenter le nombre d'enseignants formés. Toutefois, malgré cet effort, on s'inquiète de la diminution du nombre et de la qualité des candidats s'engageant dans la formation pour devenir enseignants. Cet article vise à montrer le problème social de la faible attraction de la profession d'enseignant en Ouganda, basé sur une recherche empirique, et explore une stratégie d'atténuation à travers une approche de recherche-action participative avec comme but de libérer les perceptions et attitudes négatives à l'égard de la profession d'enseignant. L'article montre que les enseignants peuvent obtenir une identité positive lorsqu'engagés dans des activités qui leur permettent de se sentir reconnus, valorisés et respectés.

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Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator

Cited by 21 publications

References 48 publications

COVID-19 and teacher education: a literature review of online teaching and learning practices

COVID-19 and teacher education: a literature review of online teaching and learning practices

Exploring Possible Selves Through Sharing Stories Online: Case Studies of Preservice Teachers in Bilingual Classrooms

Participatory Approaches to Unlocking Negative Perceptions on the Choice and Motivation to be a Primary School Teacher in Uganda

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