The formation of a community of practice in preservice teacher education: the interaction of the classroom environment and new communication technologies

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The formation of a community of practice in preservice teacher education: the interaction of the classroom environment and new communication technologies

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4096

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dc.contributor.advisor Laffey, James M. (James Michael), 1949- en
dc.contributor.author Poole, Melissa J., 1956- en_US
dc.date.accessioned 2010-01-06T21:01:43Z
dc.date.available 2010-01-06T21:01:43Z
dc.date.issued 2004 en_US
dc.date.submitted 2004 Fall en
dc.identifier.other PooleM-121604-D807 en_US
dc.identifier.uri http://hdl.handle.net/10355/4096
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file viewed on (June 29, 2004) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ph. D.) University of Missouri-Columbia 2004. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies. en_US
dc.description.abstract The goal of this study was to examine the development of a group of preservice teachers over three semesters during the second phase of their coursework and fieldwork in the teacher development program at a major Midwestern university. The questions at the heart of the study were whether this cohort of preservice teachers developed community. What markers of community were evidenced? What contextual factors served to support or impede the development of community? Data were collected through observation of their courses, a series of interviews with a sample of preservice teachers, and archiving artifacts of their coursework such as the course syllabi, reading materials, and their discussions online. Data analysis was grounded in theory about the nature of community, communities of practice, teacher communities, online communities and in a sociocultural theory of technological change. The findings suggest that these preservice teachers began to form community during their years in the teacher development program. This community began to evolve from a community of practice into a professional learning community as they developed from college students into practicing teachers. However, the culture of the classroom, the physical arrangement of the room and the importance given to students' voices in class and online, played a large role in fostering and supporting the development of community. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2004 Freely available dissertations (MU) en_US
dc.subject.lcsh Teachers -- Training of en_US
dc.subject.lcsh Classroom environment en_US
dc.title The formation of a community of practice in preservice teacher education: the interaction of the classroom environment and new communication technologies en_US
dc.type Thesis en_US
thesis.degree.discipline Information science and learning technologies en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b55843128 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2004 Dissertations


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