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Teachers’ Perspectives on Literacy Instruction and Pedagogy in a Computer-Mediated Peer-Led Discussion: Implications for Professional Development
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, University at Buffalo (SUNY), United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper is a report of the findings of a computer-mediated peer-led group discussions conducted on a graduate-level writing research course. Discourse analysis techniques were used to examine themes, ideas and statements that represent teacher perspectives on literacy instructions and pedagogy. Findings indicated that the discussions were very effective in helping participants highlight various perspectives on writing instruction and other pedagogical practices. The discussions became an avenue where teachers refined hunches, questioned research findings, educational policies, reflected on their current classroom practices and their own experiences as learners. The implication of this for professional development is that teacher educators and school administrators should encourage learning environments where teachers should reflect, collaborate, discuss cases, both from their classrooms and from others, and grapple with questions about what improves learning.

Citation

Ikpeze, C. (2005). Teachers’ Perspectives on Literacy Instruction and Pedagogy in a Computer-Mediated Peer-Led Discussion: Implications for Professional Development. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 422-426). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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