Exploring One Preservice Teacher's Emerging Pedagogical Beliefs during an Online Book Club
International Journal of Technology in Teaching and Learning
Society of International Chinese in Educational Technology
This article focuses on a preservice teacher's participation in an online book club using professional literature. The purpose of this study was to understand how one student's participation within an online book club on teaching contributed to a shifting in pedagogical beliefs. Data include online discussion transcripts and end-of-course questionnaire responses. Our analysis led us to conclude that the online book club participation provided opportunities for efferent and aesthetic transactions with the text, provided opportunities for learning from others and self, and provided opportunities to learn about pedagogy that influenced lesson planning and interactions with students.
Robertson, M.K.,& Smith, J. (2017). Exploring one preservice teacher’s emerging pedagogical beliefs during an online book club.International Journal of Technology in Teaching and Learning, 13(2), 78-90.ISSN: EISSN-1551-2576 https://eric.ed.gov/?id=EJ1211991