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État de publication: Publiée (2010 )
Titre des actes: Society for Information Technology & Teacher Education International Conference
Éditeur: Association for the Advancement of Computing in Education (AACE)
Intervalle de pages: 2272–2279
ISBN: 978-1-880094-78-5
URL: http://www.editlib.org/p/33703
Résumé: A virtual community of support and communication for pre-service teachers (TACT) connected to a school-based teacher community began as a design experiment in 1995, and evolved to devote some of its time to knowledge building (on teaching and learning in a networked classroom). For this study, activity theory, and especially the perspective of expansive learning (Engeström, 1987), was adopted. Onsite/online ethnography led to the description of sustained engagement in the two activity systems (the pre-service teachers’ virtual community and the school-based teacher community) of a professional development school (PDS). Participants’ boundary-crossing actions were identified in order to capture moves within and between activity systems as the virtual community transformed into a knowledge building community. Pedagogical implications for pre- and in-service teacher education are drawn.
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