Patterns of faculty and student conversation in listserv and traditional journals in a program for preservice mathematics and science teachers

Michael D. Piburn, James Middleton

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

This study examined the patterns of interaction between preservice science teachers in collaborative reflective activity on a listserv. These patterns were compared with published interaction patterns typical of a didactic classroom. Results suggest that listserv dialogue has characteristics that are very different from typical classroom language. The roles of teachers and students are reversed, with students initiating conversations, teachers answering questions, and students reacting. The costs and benefits of electronic journaling in terms of preservice teacher education are discussed.

Original languageEnglish (US)
Pages (from-to)62-77
Number of pages16
JournalJournal of Research on Computing in Education
Volume31
Issue number1
DOIs
StatePublished - Jan 1 1998

Keywords

  • Journals
  • Listserv
  • Riflective practice
  • Teacher education

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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