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Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers

机译：教师培训中的反思性讨论：在一所职前教师中在线和离线讨论课程文献的比较

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摘要

This paper compares outcomes of student teachers' use of oral classroom and written online forum discussions of course literature, with the aim of examining how each mode facilitates reflective practice. Data were collected from a class of 11 participating student teachers. Oral discussions were video-recorded and written online discussions were saved as Word files. Clinchy's levels of knowing were used to determine the depth of the reflections and qualitative analyses inspired by Harasim were carried out as a complement. Findings indicate that on a group level the performance according to the levels of reflective thinking was the same. Both modes have advantages and drawbacks, but it is clear that there should be a variety of modes to provide individual student teachers with better possibilities of developing their reflections. Further explorations of the interaction between modal preference and modal performance, as well as the implications for online peer collaboration, are discussed.
机译：本文比较了学生教师使用口语教室和书面在线论坛讨论课程文献的成果，目的是研究每种模式如何促进反思性实践。数据是从11名参与该计划的学生教师中收集的。口头讨论被录制下来，在线书面讨论被保存为Word文件。使用Clinchy的知识水平来确定反射的深度，并以Harasim的启发为基础进行定性分析。研究结果表明，在小组层面上，根据反思性思维的表现是相同的。两种模式都有其优点和缺点，但是很明显，应该有多种模式可以为学生教师提供更好的发展思考的机会。讨论了模式偏好与模式绩效之间的相互作用以及对在线同伴协作的影响的进一步探索。

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