Improving Online In-Service Teacher Discussion for Technological Pedagogical Content Knowledge Learning: An Approach Based on Bakhtin's Dialogism

• In Event: 66.045 - Innovative Approaches to Enhancing Online Discourse and Outcomes in Teacher Education

Abstract

Teachers are expected to adapt to new educational environments through the effective implementation of ICTs in their classrooms. However, this pedagogical change involves a complex technological pedagogical content knowledge (TPCK) learning process that leads to perspective transformation. The authors in this paper have designed and taught a discussion based online course for inservice teacher TPCK learning. Taking Bakhtin’s Dialogism as an analytic lens, the authors carefully investigated teachers’ discussions and perspective transformations in the online learning environment. The results of this qualitative case study demonstrate a close relationship between teachers’ authentic dialogue and their perspective transformation. This paper suggests the effectiveness of Bakhtin’s dialogism for teacher educators to deepen their perspectives on teacher discussion and improve their educational practices.

Authors

• Kyungmee Lee, University of Toronto - OISE

• Clare M. Brett, University of Toronto