Document Type

Article

Journal/Book Title/Conference

The Reading Professor

Volume

40

Issue

2

Publisher

Professors of Literacy and Teacher Education

Publication Date

1-1-2017

First Page

38

Last Page

44

Abstract

This article explores the use of an online book club with preservice teachers, from idea to implementation. Undergraduate students from two literacy courses discussed professional texts through online discussions. The purposes of this project were to familiarize pre-service teachers with collaborative online platforms, encourage discussions that challenged pedagogical beliefs, and provide pre-service teachers with a model for continued professional development. Data from instructor observations, online discussions, and questionnaires suggest that the design of the online book club impacted pre-service teachers’ beliefs about teaching and learning, lesson preparation, and plans for future teaching.

Comments

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