@article{8ce8ca1c763e4ba6b1ecd1bf2d80e2b0,
title = "Patterns of faculty and student conversation in listserv and traditional journals in a program for preservice mathematics and science teachers",
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.",
keywords = "Journals, Listserv, Riflective practice, Teacher education",
author = "Piburn, {Michael D.} and James Middleton",
note = "Funding Information: Teacher Education for Arizona Mathematics and Science (TEAMS) is a fasttrack postbaccalaureate program designed to prepare scientists and mathematicians for careers in middle school teaching. All of the students have undergraduate degrees in mathematics or science, and many have careers in related fields. TEAMS is part of a larger program, funded by a grant from the National Science Foundation: the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). TEAMS faculty consist of three mathematics and four science educators in the College of Education at Arizona State University. The students who participated in this study were members of the first TEAMs cohort. Ten students were in the original group, and nine completed the program. Of these, three were preparing to teach mathematics and six to teach science. The TEAMS program is a sequence of experiences that integrate science, mathematics, and technology with pedagogy and field experience. The first experience centers around tool use, focusing on the types of technological and pedagogical tools that have the power to fundamentally influence the content and method of science and mathematics education. Technology taught include three primary types: communications and presentations (the Internet, World Wide Web, and Microsoft PowerPoint, 1984-1994), mathematical content (Logo; Geometer's Sketchpad, 1991-1997; and Measurement in Motion, 1995), and data tools (graphing calculators, calculator-based and microcomputer-based laboratories).",
year = "1998",
doi = "10.1080/08886504.1998.10782241",
language = "English (US)",
volume = "31",
pages = "62--77",
journal = "Journal of Research on Computing in Education",
issn = "0888-6504",
publisher = "Taylor and Francis Ltd.",
number = "1",
}