Fostering Collaborative Reflectivity among Teacher Trainees through Asynchronous Discussion Forums Meg Cassamally University of Nottingham IATEFL 2007,

Fostering Collaborative Reflectivity

among Teacher Trainees through Asynchronous Discussion

Forums

Meg Cassamally University of Nottingham

IATEFL 2007, Chennai

Meg Cassamally, IATEFL 2007

Outline

SSIS Programme MOODLE Asynchronous Discussion Forums

(ADFs) Research Findings Conclusion


SSIS

Scuola di Specializzazioneall’Insegnamento Secondario

2-Year-Teacher-Training Course for Secondary Education


SSIS Programme

ELT Methodology English Literature ESP (Technical and Commercial) Observations / Teaching Practice Online Discussion (ADFs)


MOODLE

Modular Object-Oriented Dynamic Learning Environment

www.moodle.com Based on Socio-

Constructivist Pedagogy

http://www.moodle.com/


Why Use MOODLE?

Permanent record of students’ work

Deadlines or timeframes can be set for assignments

Extra tools such as lessons, quizzes, assignments.


Theory behind Asynchronous Discussion Forums

Sociocultural theory highlights collaborative learning and the construction of knowledge

SLA theories should provide a basis for online instruction

Vygotsky’s (1978) Zone of Proximal Development (ZPD)


Asynchronous Discussion Forums in Teacher Training

One / two tasks per module from: Set reading texts Observations Personal experiences as language

learners Journals Written assignments


1st-Year Programme(13 Modules) http://moodle.lett.unisi.it/

Learning Styles Listening Communication in

the Classroom Speaking The Sound System Reading

Vocabulary Learning & Acquisition Teacher & The Role of

Theory Grammar Classroom

Management Feedback Task-Based Learning

http://moodle.lett.unisi.it/




Reading

Please comment on the reading strategies your teachers encourage in the classroom. What types of activities are being used and what do you think the underlying aims are?


The Subjects

16 language graduates:1 native speaker; 15 Italian

Prior Experience of ADFs before SSIS.

81%

13%6%

None

Fair

Good


Teacher Trainee, 2006

I must say that every time I have to confront myself with online forms, registration forms, forums etc. I tend to think that I preferred….smoke signals!


Previous Teaching Experience

Previous Teaching Experience before SSIS.

26%

7%

26%7%

13%

7%7% 7% None

2 months

3 months

1 year

2 years

3 years

4 years

8 years

Interactivity – 2nd Module

T

2

11

4

5

6

1

11.1

2.1

10

8

7

9

3

4.1 9.1

12

13

15

7.1

12.1

6.1

5.1

14

3rd Module – Collaborative Reflectivity

9.11.1

T

2

3.1

15

1

6.1

6

4

3

5

11

13

4.2

10.1

64.1

16 8

19

12

2.1

9.17

14


Feedback of ADFs after 1st Year


Comment 1

I had the opportunity to share different points of view which often helped me to understand the teaching methodology more clearly and deeply…my personal opinions sometimes needed to be modified and improved…I thought that to be a teacher mostly meant to do frontal lessons and to be the focus of the lesson itself. I soon realized that the teacher is the facilitator who has to foster the Ss’ learning process and the Ss are the ones who need to be active and involved in class.


Comment 2

ADFs actually helped me to build on my teaching knowledge by making me compare my class observation experience to the theory I was learning.

I personally liked the opportunity of having my own time to stop and think of what I was learning so far, trying to find a good balance between theory and practice.


Comment 3

As an online participant I found….the ADFs provided further exposure to language and to teaching methodology as well.

Moreover, it gave me the chance to reflect on crucial teaching points and compare ideas and knowledge with my colleagues.

0%

20%

40%

60%

80%

100%

Q5 Q7 Q9 Q11 Q21 Q22

Likert Questionnaire

Strongly agree

Agree

Neither agreenor disagree

Disagree

Stronglydisagree


Conclusion

ADFs were successful in developing: an online community collaborative reflectivity trainees’ metalanguage teacher knowledge and identity learning opportunities beyond the

classroom


Final Thoughts…

ADFs clearly have the potential to facilitate reflective thinking among preservice teachers….For the potential of ADFs to be fully recognized, it is necessary…to continue examining factors involved with teaching and learning within this medium. Such insights will contribute toward achieving the full potential this medium has to offer teacher education.

(Lee-Baldwin, 2005: 110)


Thank you - Grazie!

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Fostering Collaborative Reflectivity among Teacher Trainees through Asynchronous Discussion Forums Meg Cassamally University of Nottingham IATEFL 2007,