Abstract
In the 21st century, the processes of learning are redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one’s own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in Technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.
Highlights
Teacher Education falls into two categories: Pre-service and In-service
Based on the interventions related to the concept of interaction and discussions in technology-based environments, the following issues can be considered: Not all interaction leads to knowledge building, so the objectives should be specific while designing interactive tasks
Attitude and motivation of participants need to be considered carefully Instructor need to build support and trust Self-efficacy levels of participants can play a part in the way they participate in discussion on new online platforms Way of posing questions should be innovative and engaging participants
Summary
Teacher Education falls into two categories: Pre-service and In-service. Teacher being a student has to co-construct knowledge along with the other teachers and teacher educator/trainer. As dynamic learning environments are coming into picture, the field of Teacher Education needs continuous experimentation on the nature of group interactions and their impact on teacher development. If this process is done in groups, it turns to be a social constructivism (Kalina & Powell, 2009) This way, learning is constructed on a collective basis and reconstructed on an individual basis. After reviewing articles on themes such as social constructivism, ICT platforms and Teacher Education separately and together sorted out many factors which impact teacher interaction. It provides an opportunity to get a revised, reframed and improvised version of an idea, concept, theory or an activity (Nicaise & Barnes, 1996) This kind of practice is important among teachers. The research question addressed in this paper is: What are the various factors grounded in the social constructivist theory that affect teacher interactions?
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