Learning to teach in a networked classroom: An enduring partnership

ID: 39700 Type: Brief Paper
  1. Therese Laferriere, Laval University, Canada
  2. St├ęphane Allaire, University of Quebec at Chicoutimi (UQAC), Canada
  3. Christine Hamel, Laval University, Canada

Friday, March 29 1:50 PM-2:10 PM

Timothy Forde, Eastern Kentucky University, United States

This paper presents the results of a sixteenth-year long (1997-2012) university-school partnership in which pre-service teachers collaborated with cooperative teachers and peers in the context of the project Learning to teach in a networked classroom. The underlying assumption is that the networked classroom is the new workplace of the teacher. University- and school-based teachers as well as researchers and graduate students have been working in a tightly knitted partnership. Our study identifies the key environmental features that nurtured and sustained the innovations participating teachers/pre-service teachers and teacher educators introduced within and beyond their networked classrooms. Educational researchers from a variety of perspectives could make theoretical and practical advances using a similar ecosystemic model.


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