Question Development in Two Online Graduate Teacher Education Courses

Question Development in Two Online Graduate Teacher Education Courses

Lynda R. Wiest (College of Education, University of Nevada, Reno, NV, USA) and Eleni Oikonomidoy (College of Education, University of Nevada, Reno, NV, USA)
Copyright: © 2013 |Pages: 17
DOI: 10.4018/ijopcd.2013100105
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The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.
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Theoretical Framework

The theoretical framework used in this study draws on insights from critical multiculturalism (Kincheloe & Steinberg, 1997; May, 2009) as applied to an online learning environment with a focus on equity and diversity. Three main assumptions provide the pillars of our work. They relate to the perceived goals of our classes and to our own identities as instructors.

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