Atee winter 2012_empirical_study

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Presentation prepared for the ATEE Winter Conference, 2-4 April 2012, Coimbra

Presentation prepared for the ATEE Winter Conference, 2-4 April 2012, Coimbra

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  • 1. ATEE Winter Conference – Coimbra 2012 Teaching narratives and “co-supervision” in online interactions Maria João Loureiro e Luciana Mesquita CIDTFF/DE Universidade de Aveiro SFRH/BD72518/2010
  • 2. Summary1. Aim and context2. Context – GCOA module organization3. Theoretical framework4. Empirical study5. Results6. Reflexive thoughts
  • 3. Aim and context• Share and discuss an experience (case study) related with the use of networking tools for TPD – MsD program aiming preservice teachers education – “Online Learning Communities” module • Blended learning regime (2011/12) • 10 female students, two mentors (first experience)• “Explorando Co de Aprendizagem online” / collective blog – share and discuss • conceptual foundations of online learning communities • pre-service teachers narratives about their internship practices and peer feedback • communication and collaboration at a distance – non-moderated interaction
  • 4. Context - module organisationPhase 1 (~ 1 month): conceptual development (post 18/10) – search and synthesise literature - online learning, learning communities, virtual communities, students and teachers‟ roles… Phase 2: sharing and discussing teaching practices – weekly narratives about teaching practices (dyads) – “co-supervision”: provision of feedback Phase 3: evaluation – self and hetero-assessment of the online interaction • two rounds – final reflection
  • 5. Theoretical framework (TPD) Co-supervision Teachers’ narratives (peer feedback) (preservice teachers) similar experiences / problems self-awareness / / solutions / practices metacognition Reflective practice Networking Self and hetero and online learning assessment (blogging) assessment for learning share / discuss teaching critical thinking / practices and resources questioning CSCW / co-teaching
  • 6. Empirical StudyProblem• Teachers difficulties towards reflection about their practices / lack of empirical evidence concerning the use of ICT for TPD » (Alarcão et al., 2009, Avalos et al., 2010, Dede et al., 2006, Vieira & Moreira, 2011…)Aim• Evaluate to what extend do pre-services teachers narratives and “co-supervision” promote reflection.Research questions:• which reflection dimensions are reached in the weblog GCOA posts?• what kinds of formative feedback are provided by the peers in the same context?
  • 7. Empirical StudyNature of the study Qualitative exploratory single case study (Yin, 1994)Case Dynamic of the interaction among the pre-service teachers involved in the development of a collective online blog – teaching narratives and peer-feedbackData gathering and treatment 1. Observation (direct / mediated by the used ICT tool); 2. Documental analysis - preservice teachers‟ final written reflections; 3. Content analysis.
  • 8. Content analysisTime period: Dec. 8th – January 24thContent: 12 posts and 15 commentsUnits of analysis (unit of meaning – phrase / paragraph):  277 posts and 79 comments/feedbackAnalytical models 1. Reflection levels (Vieira & Moreira, 2011, Ward & McCotter, 2004) 2. Cognitive and metacognitive dimensions (McKenzie & Murphy, 2000, based on Henri, 1992) 3. Formative feedback (Alarcão, Leitão $ Roldão, 2009)Coders: all participants were involved in the analysis  results based on the mentors‟ analysis / inter-reliability not measured
  • 9. Results (Posts - Reflection levels) 83 / 277 units express some level of reflection centredmainly in technical aspects - teaching activities Posts about a single teaching activities (no 71 concern about cultural, ethical or Posts related with moral implications) students knowledge/ skills and how they learn. 12 0 0 Routine Technical Dialogic Transformative
  • 10. Results (Posts - Reflection levels)Examples• “Wednesday morning begun with the distribution of Math assessment forms to each student. The contents assessed was related with: sequences, tables and graphics, multiplication table, orientation, calculations, reading and writing of numbers (…)” (Routine reflection)• “We always choose to start by the previous knowledge of the students and we like to create debates to make them reach the conclusions by themselves and, sometimes, the concepts registered in the classes‟ portfolio are structured according to what students say and conclude.” (Dialogic reflection)
  • 11. Results (Posts – Cognitive dimension) 203/277 units coded as elementary clarification – lowcritical thinking Information without 203 elaboration Conclusions based on some evidences; generalisations 38 11 18 0 Elementary In depth Inference Judgment Strategy clarification clarification
  • 12. Results (Posts – Cognitive dimension)Examples - Critical thinking:• “(…) a short story was read, „O Natal do rato Renato‟, which portraits the Christmas Eve and the exchange of affection and mutual help (…)” (Elementary clarification)• “Students were motivated in the activities they developed, mainly the ones related with Geography and Sciences Studies (…)” (Inference)
  • 13. Results (Posts – metacognitive dimension) 16/277 units coded as elementary clarification – low level of metacognitive thinking 12 Knowledge Comments about the developed teaching activities aiming a given objective 0 0 Skills Person Task Strategy 3 Description of the 1 activities organisation to reach the defined 0 0 teaching objectives Evaluation Planning Regulation Self awareness
  • 14. Results (Posts – metacognitive dimension)Examples – Knowledge and skills• “(…) In order to introduce the theme, we started with real life sensations, comparing the cold we felt [the preservice teachers] in our way to the bus stop (unpleasant sensation), in the morning, with the arrival of a children dressing a warm coat (good sensation). Starting from this situation, we asked the students for the associated concepts and registered them (…)” (skills - planning)
  • 15. Results (Comments – feedback)  35/79 provided some kind of feedback – essentially support/encouragement 32 Confirmation of beliefs / experienced practices 2 1 0 Asking for Critical asking Support / Recomendation clarification encouragement
  • 16. Results (Comments – feedback)Example – Feedback• “Very good idea the concept cartoons! Congratulations!!!” (Support / encouragement)
  • 17. Reflective thoughtsNarratives / collective blog and proposed activities• promoted high level of interaction – 277 posts and 79 comments/feedback• valued by the students and provided the use of web 2.0 tools for TPD – “(…) we should do this [share experiences / blogginng] since the beginning of the postgraduation (…)” (student final reflection)• allowed self-awareness of teaching approaches (describing them) and peer support (feedback) – tags: reflection, activities, online learning communities… – “(…) the activities gave us the possibility to think about the implemented teaching activities.” (student final reflection) – “(…) we compared our approaches with the ones of our peer” (student final reflection)
  • 18. Reflective thoughtsLevel of reflection relatively low• critical thinking/metacognition and questioning (co-supervision) – lack of experience / time constrains / difficult to achieveContributions• Limitation: single qualitative case study / inter-reliability• Different analytical schemes / methodological triangulation• Empirical study reinforcing the relevance of the use of ICT (blogs) and networking for TPDFurther work• Triangulate mentors and students analysis – confidence• Improve the proposed activities (mentor moderation / set up rules) and use them in different courses/contexts (transference)
  • 19. ATEE Winter Conference – Coimbra 2012 Thanks for your attention Maria João Loureiro (mjoao@ua.pt) Luciana Mesquita (luciana.mesquita@ua.pt) SFRH/BD72518/2010
  • 20. Reflective thoughts