Developing Collaborative Dialogic Inquiry and Theory-Practice Integration Using Online Discussion for Preservice Teachers

• In Event: Online Learning and Instruction

Abstract

This study examined the design of a learning environment to promote pre-service teachers’ collaborative dialogic inquiry and theory-practice integration using online discussion enriched with dialogic scaffolds. Participants included eighty-one pre-service teachers studying an Educational Inquiry course and engaging in online group discussions reflecting on their School Experience. Findings indicate participants generated a range of dialogic markers to widen dialogic space when pursuing theory-practice inquiry, and usage of dialogic markers contributed to their task understanding assessing theory-practice integration. Analysis of participants’ online discussion and their reflection on their own collaboration processes further illuminate the dynamics of collaborative dialogic interactions for advancing theory-practice integration. Implications of designing collaborative inquiry enriched with dialogic scaffolds in online discussion for pre-service teachers are discussed.

Authors

• Carol K. Chan, University of Hong Kong
  Presenting Author

• Yuyao Tong, University of Hong Kong
  Non-Presenting Author

• Ying Zhang, University of Hong Kong
  Non-Presenting Author

• Ka Lok Cheng, University of Hong Kong
  Non-Presenting Author

• Xiao Hu, University of Hong Kong
  Non-Presenting Author

• Xueqi Feng, Southern University of Science and Technology
  Non-Presenting Author