2016
DOI: 10.1016/j.tate.2016.03.015
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Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator

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Cited by 22 publications
(6 citation statements)
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“…The interactions took place through different tools (e.g., narratives, blogs, chat, forum, web conferences or video conferences, social networks) that supported the participants in affectively engaging with other members of the community (Dyment and Downing 2018;Dickey 2004;Choi et al 2016;Farr and Riordan 2015;Gillies 2008) and enabled the creation of interpersonal relationships by projecting themselves (Farr and Riordan 2015;Dickey 2004;Choi et al 2016;Lee and Brett 2015). While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016).…”
Section: The Presences In the Online Teaching And Learning Practicesmentioning
confidence: 99%
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“…The interactions took place through different tools (e.g., narratives, blogs, chat, forum, web conferences or video conferences, social networks) that supported the participants in affectively engaging with other members of the community (Dyment and Downing 2018;Dickey 2004;Choi et al 2016;Farr and Riordan 2015;Gillies 2008) and enabled the creation of interpersonal relationships by projecting themselves (Farr and Riordan 2015;Dickey 2004;Choi et al 2016;Lee and Brett 2015). While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016).…”
Section: The Presences In the Online Teaching And Learning Practicesmentioning
confidence: 99%
“…While these tools leveraged their social affordances to develop online learning practices that presented different degrees of impact, social networks provided an additional component of informal learning that reinforced peer support (Prasojo et al 2017) and a relationship bond among virtual learners that helped to form learning communities (Chuang 2016). Also, narratives allowed student teachers to feel safe to reveal their genuine identities (Lee and Brett 2015) and make sense of becoming a teacher (Choi et al 2016). Table 2 synthesises some of the most relevant factors influencing the establishment of the social presence.…”
Section: The Presences In the Online Teaching And Learning Practicesmentioning
confidence: 99%
“…Next, using Corbin and Strauss’s (2008) constant comparative method, we derived themes to describe functions of narratives in the discussions, identifying two that referred to possible selves and the ways that participants reflected their backgrounds and contexts. Whereas in a previous report (Choi et al, 2016) we constructed an initial understanding of how narratives functioned for the class as a whole, here we used case study analysis to illustrate the particulars of how possible selves were imagined and shaped through narrative exchanges in CMD, re-assembling all data we had available for each case (Merriam, 1998; Yin, 2014).…”
Section: Methodsmentioning
confidence: 99%
“…Narrative has been recognized as a central means by which identity is constructed (e.g., Moje & Luke, 2009; San Pedro, Carlos, & Mburu, 2017), but the connection between sharing one’s stories and imagining one’s possible selves requires investigation. In previous work, we focused on the role of what Bamberg (2006) called small stories in fostering bilingual preservice teachers’ understanding of teaching and learning and of what it means to become a teacher (Choi et al, 2016). That work led us to the current exploration of the ways four bilingual preservice teachers from diverse language, national, and educational backgrounds created updated iterations of their possible future selves (Markus & Nurius, 1986) as revealed and shaped by sharing personal and professional stories, real and imagined, in online discussions in a teacher preparation course.…”
mentioning
confidence: 99%
“…In a similar way, Kauchack and Eggen (2011) have established that the personal motivation and perception of the profession influences the way teachers think about themselves, their teaching practices and how they behave towards their colleagues and the children they teach. It also influences the professional identity formation and the way in which teachers envision who they are and their sense of belonging (Choi et al 2016). This view is also supported by Sahlberg (2011), when he contends that the choice to be a teacher impacts one's identity and belonging.…”
Section: The Choice To Be a Teachermentioning
confidence: 99%