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This exploratory study analyzes asynchronous forum writing on Knowledge Forum by five pre-service teachers across a 14-week practicum during winter 2011, complemented by in situ observations from their university supervisor. Qualitative and descriptive quantitative analyses show strong attention to teaching quality when collaboratively elaborating intervention ideas, and to the importance of appropriate classroom enactment while teaching.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Online by Pre-Service Teachers on Their Educational Interventions in the Classroom  \nStéphane Allaire  \nUniversité du Québec à Chicoutimi  \nAbstract  \nNetworked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued in the context of this exploratory research. Data was provided by asynchronous discourse written on the Knowledge Forum by five pre-service teachers during a 14-week practicum throughout the winter 2011 semester, as well as in situ observations from their university supervisor, while they were teaching students. Qualitative and descriptive quantitative analyses were conducted. In particular, results showed participants were highly concerned with quality of teaching when elaborating collectively in the electronic forum regarding ideas of interventions, and with the importance of properly handling the possible enactment of such ideas in the classroom while teaching.  \nKeywords: pre-service teachers, reflective analysis, networked learning community,  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nclassroom interventions, professional collaboration  \nRésumé  \nLes communautés d’apprentissage en réseau se multiplient et elles offrent de nouvelles avenues pour réfléchir aux pratiques en éducation. De nombreux auteurs étudient les processus utilisés et les contenus produits par ces communautés. Par contre, peu se sont penchés sur l’utilisation de discours collectifs asynchrones dans une classe. C’est l’objectif poursuivi dans cette recherche exploratoire. Les données provenaient de propos asynchrones rédigés sur le Knowledge Forum par cinq futurs enseignants au cours d’un stage de 14 semaines durant le semestre de l’hiver 2011 ainsi que d’observations in situ de leur superviseur universitaire. Des analyses quantitatives descriptives et qualitatives ont été effectuées. Les résultats ont montré notamment que les participants au forum électronique se préoccupaient au plus haut point, lors de leurs échanges sur des interventions possibles, de la qualité de l’enseignement et de l’importance de mettre en œuvre, le cas échéant, ces idées en classe de façon adéquate.  \nMots-clés : futurs enseignants, analyse réflexive, communauté d’apprentissage en réseau, interventions en classe, collaboration professionnelle  \nWe would like to thank the Fonds de recherche du Québec pour la société et la culture (FRQSC)  \nfor making this project possible.  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:2 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nSince Schön’s work (1983) concerning the reflective practitioner, reflective analysis has gained much importance in education, particularly in pre-service teaching (Beauchamp, 2015; Pedro, 2005; Sim, 2006) . Schön remarked that there are close links between action and the multiple decisions a teacher continually makes and his or her ability to reflect on this action once he or she is out of context. For almost three decades, reflective analysis has been recognized as a key element for lifelong professional development (Tarrant, 2013; Zeichner, 1983). This analysis can be individual, and faculties of education promote such reflection in pre-service teaching by emphasizing student use of reflective journals and portfolios, but research has also stressed the relevance of collective reflection (Brookfield & Preskill, 2005; Cochran-Smith & Lytle, 1993; Tarrant, 2013) . In particular, collective reflection is helpful for idea sharing, feedback, and negotiation of meaning purp","cbCaifD15eTiICqS","https://ap.wps.com/l/cbCaifD15eTiICqS","pdf",1561882,29,"English","# Introduction\n## Reflective analysis and the reflective practitioner\n## Networked communities and asynchronous discourse\n## Online forums and knowledge building","[{\"question\":\"What research question does the study address?\",\"answer\":\"It examines how collective asynchronous discourse in online learning communities can be enacted in the classroom, focusing on pre-service teachers and their educational interventions.\"},{\"question\":\"What data sources were used?\",\"answer\":\"Data came from asynchronous discourse written on Knowledge Forum by five pre-service teachers during a 14-week practicum, together with in situ observations from their university supervisor while they taught students.\"},{\"question\":\"What did the results show about participants’ concerns?\",\"answer\":\"Participants were highly concerned with the quality of teaching when jointly elaborating ideas for interventions, and with the importance of handling how those ideas were enacted appropriately in the classroom.\"}]","The Influence of Collective Asynchronous Discourse Elaborated Online by Pre-Service Teachers on Their Educational Interventions in the Classroom | PDF",1792081421,73]