This article shows how blogging was used in a course in Norwegian in pre-school teacher education, and investigates how professional identity was expressed in the blogs. We investigate the students’ use of the affordances of the blog medium, and connect their expressions to the five competencies of pre-school teachers expressed in the Norwegian framework plan for this education (subject, didactic, social, developmental and ethical competence). Connections between professional identity, subject content and uses of ICT are thus drawn up.
This article discusses the use of flipped classrooms in the academic course ‘Philosophy of science and research methods’ in Initial Teacher Education. A socio-cultural perspective on learning was the theoretical foundation for the design of the flipped classroom, where the aims were to stimulate students’ participation and engagement in the course. Students reported that the combination of online lectures and writing mandatory texts – as a way of preparing for group and plenary discussions on campus – had, to some extent, stimulated greater involvement in the teaching and learning processes. How meaningful the group work on campus was perceived to be varied among the participants, and a critical factor seemed to be the way groups were organised on campus. Variation in modalities was highlighted among the students. They also pointed to this way of organising teaching and learning processes as relevant to their future teaching practices.
New ways of communicating challenge us to rethink the ways that we define both the acts of writing and the texts that are created. How can technology be constitutive for reflective and interactive writing during field practice in higher education? This paper reports on a study in which six student teachers wrote logs in an asynchronous LMS-based discussion forum that offered a practice of online interaction between the students, their mentors and lecturers. This resulted in discussions dominated by a two-way interaction between the lecturer and the individual student, but also the achievement of prolonged forum reflections and students’ acquisition of theory. This paper examines some of the challenges of the instructor role in collaborative online learning environments.