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A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program

Bangou, Francis
http://rave.ohiolink.edu/etdc/view?acc_num=osu1057776765

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Teaching and Learning.
The purpose of this study was to investigate how a group of college preservice teachers constructed a knowledge base related to using technology to improve their professional practice while enrolled in a large, Midwestern University Foreign Language Master of Education program. The experiences of six preservice teachers in an initial teacher preparation program were studied in order to investigate their conceptual framework for technology-enhanced language teaching and learning. The students’ knowledge base in technology was explored through the tripartite framework of: the teacher-learner, school and schooling, and the nature of language teaching and learning (Freeman and Johnson, 1998). Ethnography is the research perspective that guided this study. Four data collection strategies were used from June 2001 to June 2002. They were observation field notes, interviews, chat room discussions, and review of written documents. The software called Non-numerical Unstructured Data Indexing Searching Theorizing (NUD*IST) was used to compare the data, highlight the reoccurring themes and investigate patterns in the data. Although the goal of the data analysis was to determine the patterns of experience and understanding across participants the unique aspects of each participant’s experiences were considered as well. Since the study was based on a critical paradigm, an emphasis was placed on issues of race, gender, access, and equity. Indeed, the impact of such issues on participants’ situated experiences was part of the analysis of all three domains of the sociocultural framework. The strengths and the weaknesses of the Master of Education program were highlighted. The study includes details about the pedagogical implications of the findings on the Foreign Language Education curriculum, the field placement, and the development of a knowledge base related to technology-enhanced language teaching and learning.
Shelley Wong (Advisor)
298 p.
Education, Teacher Training
Teacher Education; Technology; Foreign Language Education

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Citations

  • Bangou, F. (2003). A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1057776765

    APA Style (7th edition)

  • Bangou, Francis. A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1057776765.

    MLA Style (8th edition)

  • Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1057776765

    Chicago Manual of Style (17th edition)

osu1057776765
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This open access ETD is published by The Ohio State University and OhioLINK.