Prospective teachers' insights towards scaffolding students' writing processes through teacher-student role reversal in an online system

Educational Technology Research and Development

Volumn 59, Issue 3, 2011, Pages 351-368

  Yeh, Hui Chin ^a   Yang, Yu Fen ^a  

^a NATIONAL YUNLIN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Taiwan)

Author keywords

Computer supported environment; Prospective teachers; Role reversal; Student centered perspectives; Writing process

Indexed keywords

EID: 79955731358     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-010-9170-5     Document Type: Article

References (41)

1. Anderson, N. A., Barksdale, M. A., & Hite, C. E. (2005). Prospective teachers' observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
2. Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
3. Baylor, A. L. (2002). Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents. Educational Technology Research and Development, 50(2), 5-22.
4. Burton, J. (2005). The importance of teachers writing on TESOL. TESL-EJ, 9(2), 1-18.
5. Butterfield, E. C., Hacker, D. J., & Albertson, L. R. (1996). Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence. Educational Psychology Review, 8(3), 229-297.
6. Choi, I., Land, S., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to during online small group discussion. Instructional Science, 33, 483-511.
7. Cohen, A. (1992). The teacher's role in learner strategy training: An innovation in teacher education. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 241-252). Hong Kong: City Polytechnic of Hong Kong.
8. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of a reform. Phi Delta Kappan, 76, 597-604.
9. De Wever, B., van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26(4), 516-523.
10. Eken, D. K. (1999). Through the eyes of the learner: Learner observations of teaching and learning. ELT Journal, 53(4), 240-248.
11. Ellis, E. M. (2003). Bilingualism among teachers of English as a second language: A study of second language learning experience as a contributor to the professional knowledge and beliefs of teachers of ESL to adults. Unpublished Ph. D. dissertation, Griffith University.
12. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
13. Grainger, T. (2005). Teachers as writers: Learning together. English in Education, 39, 75-87.
14. Gray, J. (1998). The language leaner as teacher: The use of interactive diaries in teacher training. ELT Jounral, 52(1), 29-37.
15. Jamaludin, A., Chee, Y. S., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53, 317-329.
16. Land, S. M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development, 48(3), 61-78.
17. Lin, X., Hmelo, C., Charles, Kinzer, C. K., & Secules, T. J. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43-62.
18. Liu, T.-C. (2005). Web-based cognitive apprenticeship model for improving pre-service teachers' performances and attitudes towards instructional planning: Design and field experiment. Educational Technology & Society, 8(2), 136-149.
19. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
20. Lowe, T. (1987). An experiment in role reversal: Teacher as language learners. ELT Journal, 41(2), 89-96.
21. McCombs, B. L. (2001). What do we know about leaner and learning? The learner-centered framework: Bringing the educational system into balance. Educational Horizons, 79(4), 182-193.
22. McDonough, J. (2002). The teacher as language learner: Worlds of difference? ELT Journal, 56(4), 404-411.
23. Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365.
24. Palinscar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117-175.
25. Pata, K., Sarapuu, T., & Lehtinen, E. (2005). Tutor scaffolding styles of dilemma solving in network-based role-play. Learning and Instruction, 15, 571-587.
26. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
27. Pennington, M. C. (1995). The teacher change cycle. TESOL Quarterly, 29, 705-731.
28. Ransdell, D. R. (1993). Creative writing is Greek to me: The continuing education of a language teacher. ELT Journal, 47(1), 40-46.
29. Ritchie, J. S., & Wilson, D. E. (2000). Teacher narrative as critical inquiry: Rewriting the script. New York: Teachers College.
30. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
31. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). New York: Cambridge University Press.
32. Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8(2), 173-190.
33. Sparks, D., & Hirsh, S. (2000). A national plan for improving professional development. Oxford, OH: National Staff Development Council. Retrieved May 1, 2009, from http://www. nsdc. org/news/authors/NSDCPlan. cfm.
34. Walters, A., Sunderland, J., Bray, T., & Allwright, J. (1990). Getting the best out of 'the language-learning experience'. ELT Journal, 44(4), 305-315.
35. Weber, R. P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: Sage.
36. Wishart, J. M., Oades, C. E., & Morris, M. (2007). Using online role play to teach internet safety awareness. Computers & Education, 48, 460-473.
37. Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology and Society, 12(2), 11-21.
38. Yang, Y. F., Yeh, H. C., & Wong, W. K. (2008). Constructing mental representation of reference by feedback in a computer system. Computers in Human Behavior, 24, 1959-1976.
39. Yeh, H. C., & Yang, Y. F. (2010). Metacognitive process in online text construction. Educational Technology and Society, in press.
40. Yeh, H. C., Yang, Y. F., & Wong, W. K. (2010). Interaction chain patterns of online text construction with lexical cohesion. Educational Technology & Society, 13(1), 38-55.
41. Yeh, S. W. (2003). The effects of web page structure and metacognitive knowledge on EFL learners' comprehension in hypermedia CALL. In Proceedings of the 2003 international conference on english teaching and learning in the Republic of China (pp. 613-624). Taipei: Crane.