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Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency

Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency

Rebecca J. Blankenship
Copyright: © 2020 |Pages: 28
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
DOI: 10.4018/978-1-7998-3292-8.ch004
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MLA

Blankenship, Rebecca J. "Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency." Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, IGI Global, 2020, pp. 73-100. https://doi.org/10.4018/978-1-7998-3292-8.ch004

APA

Blankenship, R. J. (2020). Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 73-100). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch004

Chicago

Blankenship, Rebecca J. "Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency." In Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, 73-100. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3292-8.ch004

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Abstract

Engaging in reflective practice is certainly not a new concept in the field of teacher education. Over the course of their pre-service training, teacher candidates characteristically experience changes in their teaching philosophy, and by extension, their pedagogic identities. Typically, these changes occur at the initial, midpoint, and final stages of the candidacy resulting from iterative reflective practices demonstrated through coursework and field experiences. Traditional models of teaching and learning situate these reflections through exchanges of experiences during discussions in face-to-face classroom or field-based settings. However, as existing and emerging technologies continue to impact teaching and learning in the 21st century, teacher preparation programs must respond in kind by adapting courses and aligning curricula to be responsive in the short term and nimble enough in the long term to change as institutions of higher education are only at the precipice of understanding the deeper impact of technology on teaching and learning.

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