Exploring Bilingual/ESL Preservice Teachers’ Sensemaking in Knowledge Co-Construction as Enacted During Computer-Mediated Classroom Discussion

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity-Focused Pedagogy in Teacher Preparation: Case-Based Learning, Cultural Revitalization, and Technological Integration (Table 7)

Abstract

This study examines the online classroom discourse of pre-service teachers in a bilingual/ESL teacher preparation program. Using sensemaking theory and teacher emotion literature, it analyzed collaborative knowledge construction and inquiry during synchronous computer-mediated communication (SCMC) sessions. Data from 41 pre-service teachers were collected through discussion transcripts and coherence graphs, analyzed using discourse analysis and constant comparison methods. The findings reveal that SCMC facilitates diverse sensemaking moves, helping pre-service teachers connect course content to their future teacher identity. Emotional expressions, both positive and negative, were found to significantly influence their sensemaking process. This study highlights the potential of SCMC as a supportive space for bilingual/ESL preservice teachers, enhancing their professional and content knowledge growth as well as emotional engagement.

Authors

• Hannah Park, University of Wisconsin - Madison

• Jiaxuan Zong, University of Maryland