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Online Mentoring Of Pre-Service Teachers: Exploring Cognitive Presence PROCEEDINGS

, , University of Southern Queensland, Australia

AACE Award

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: Faculties of education have been criticised as being "ineffective in preparing teachers for their work, unresponsive to new demands, and being remote from practice" (Darling-Hammond, 2000, p. 166). This paper will examine an innovative online mentoring project that extends beyond the traditional educational boundaries to enhance support for pre-service educators while developing partnerships with teachers in the field. An online mentoring environment was established for pre-service teachers to deeply probe in the relationships between experiences they have observed or participated in while on field experience with the theoretical components of pedagogical and curriculum courses. Teachers, final year pre-service teachers and where possible academics joined with beginning pre-service teachers to discuss, debate, give examples and theorize about issues confronting teachers. The asynchronous discussions were analysed to explore the cognitive presence of both the mentors' and the mentees' contributions.

Citation

Redmond, P. & Mander, A. (2006). Online Mentoring Of Pre-Service Teachers: Exploring Cognitive Presence. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2643-2650). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Keywords


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