Case Study of a Preservice Teacher’s Microgenetic Regression While Participating in a Virtual Training Environment

• In Event: Studying Teacher Knowledge: Innovations in Methodology

Abstract

This case study followed the pedagogic developmental progressions of an elementary education pre-service teacher seeking an ESOL endorsement as part of his graduation requirement. In the study here, the pre-service teacher participated with his classmates in a series of interactions with a low Level 2 ELL using two virtual classroom environments created in Second Life and Skype. Within the context of the collaborative interactions, evidence of microgenetic regression and progressions in levels of use across the interactive episodes suggested the possibility of using virtual training environments for teacher identity and knowledge growth.

Author

• Rebecca J. Blankenship, Florida Agricultural & Mechanical University