ABSTRACT One challenge facing computer supported collaborative learning (CSCL) is to understand how collaboration occurs, what factors carry an influence on achieving collaborations that generate the proposed learning objectives, and how to promote CSCL. This study examines how service learning (SL) in teacher education in CSCL environments can support the agency capacity of student teachers. We focus on the ability of SL to help build a community of apprentices, providing them with opportunities to make decisions and participate in collaborative learning. A qualitative content analysis is performed on the information contained in the learning diaries of the student teachers in a CSCL environment at a major distance education university. The study demonstrates that student teachers’ agency emerges from their active participation in the learning community, their leadership and responsibility for their own learning and that of the rest of the community, and the development of their professional identity as future teachers.
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