What is it about?

Pre-service teachers developed both subject and pedagogical knowledge using an online forum. Professional online dialogue supported them to cope with the challenges faced during teaching practice. The online interface gave them agency in learning and sustained peer confidence building about the practical aspects of teaching.

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Why is it important?

The data presented in the article provides an alternative view from that published in the existing literature. The size, type and proximity of online interactions are described highlighting how sharing and co-constructing subject and pedagogical knowledge was useful to this small group of students. Self-assessment and reflective opportunities enabled students to consider how they would use alternative knowledge as part of teaching practice.


The author feels this article documents important findings about the size of peripheral learning groups in online fora and how much 'outsiders' learn from watching and reading core activity. This work has shown what impact online interfaces can have on the confidence and competence of teachers in challenging professional environments. The author hopes the publication might support rethinking how fora are used to provide beneficial learning and reflective spaces as part of professional training.

Kelly Dockerty
University of Hull

Read the Original

This page is a summary of: Developing pre-service teacher knowledge using online forums: supporting confident and competent teaching practices, Journal of Education for Teaching International Research and Pedagogy, July 2019, Taylor & Francis, DOI: 10.1080/02607476.2019.1639260.
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