This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions.
Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context.
EQUIP was chosen to identify features of teachers' discussions and inquiry-based instruction in this study.
To ensure that teachers' discussions follow this approach, however, requires facilitators to make many in-the-moment decisions.
Since the definition of inquiry has been appropriated into the Singapore Primary Science Syllabus, a guiding document for science teachers to abide by, EQUIP can be used to guide teachers' discussions and analyses of inquiry-based instruction in this study.
In addition, Crawford et al. (2005) recorded preservice teachers' discussions while completing an online natural selection project, and Nadelson (2009) analyzed preservice teachers' lesson plans following an evolution web-based tutorial.
In the case of STeLLA, Roth et al. (2017) explain that the designers developed a framework to support teachers' discussions when they analyzed video: make claims supported with evidence from the clips, reason about those clips, and consider alternative interpretations about student thinking, learning, and instructional interactions.
Students do not bow to their teachers, discussion is encouraged, no one yells out the stern command, ch'aryot! that snaps students to rigid attention in Korea.
CoNeTo (Vatrapu et al. 2012), the tool designed specifically for learner-teacher discussion, has not yet been evaluated with target users.
McDonald's has created an official Teachers Discussion Guide for use with the film, at least half of which is devoted to discrediting Super Size Me.
