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dc.contributor.advisorLaffey, James M. (James Michael), 1949-en
dc.contributor.authorPoole, Melissa J., 1956-en_US
dc.date.issued2004
dc.date.submitted2004 Fallen
dc.descriptionThe 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.descriptionTitle from title screen of research.pdf file viewed on (June 29, 2004)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2004.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.en_US
dc.description.abstractThe 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.identifier.merlin.b55843128en_US
dc.identifier.otherPooleM-121604-D807en_US
dc.identifier.urihttp://hdl.handle.net/10355/4096
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2004 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2004 Dissertations
dc.subject.lcshTeachers -- Training ofen_US
dc.subject.lcshClassroom environmenten_US
dc.titleThe formation of a community of practice in preservice teacher education: the interaction of the classroom environment and new communication technologiesen_US
dc.typeThesisen_US
thesis.degree.disciplineInformation science and learning technologieseng
thesis.degree.disciplineInformation science and learning technologiesen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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