PsychNology Journal, Volume 5, Number 3, 271 - 284

On Line Collaboration for Building a Teacher Professional Identity

Valentina Grion
Department of Educational Sciences, University of Padua (Italy)

Bianca Maria Varisco
Department of Educational Sciences, University of Padua (Italy)

 

ABSTRACT

In this paper it is our intention to discuss a Teacher Education proposal that uses an on line asynchronous learning environment to develop collaborative practices and to enhance a professional identity. Using an integrated multi-method approach for analysing the on line discussions of 47 student-teachers, a research group of the University of Padua has explored: a) how different groups of student-teachers build and modify their professional profile pre-post a case-work on line activity; b) the nature of the interactive processes activated during case-work on line activity; c) the styles of case solutions. The findings show that the collaborative learning context supported pre-service and in-service groups of students differently in their professional development and in professional identity changes. Some implications for future research on teacher education are discussed.

 

KEYWORDS

e-learning, teacher education, professional identity, collaboration, case-based pedagogy.

CITE AS

Grion, V., & Varisco B.M. (2007). On Line Collaboration for Building a Teacher Professional Identity. PsychNology Journal, 5(3), 271 – 284. Retrieved [month] [day], [year], from www.psychnology.org.

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