在线专业社区的同行评议支持初级学科素养规划

Research Anthology on Facilitating New Educational Practices Through Communities of Learning Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-0206-8.ch006

J. Colwell, V. Taylor

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引用次数: 0

摘要

本章报告了一项定性案例研究的结果，该研究侧重于小学职前教师在在线专业社区(OPC)中使用同行评议来规划学科素养的观点。七名职前教师作为参与者参加了为期八周的异步在线内容扫盲课程。结果表明，职前教师重视在OPC中反思的机会，并欣赏OPC同事提供的不同背景和经验。然而，在将同行评议周期纳入在线异步课程时，仍然需要考虑一些显而易见的挑战。本研究将这些观点纳入基础学科素养线上课程的设计与规划中。

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Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning

This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.

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Research Anthology on Facilitating New Educational Practices Through Communities of Learning

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