PROFESSIONAL KNOWLEDGE CONSTRUCTION IN TEACHING THROUGH ONLINE QUESTIONS

Zvia Lotan, Levinsky College of Education, Israel

This study investigated online activity aimed at promoting professional knowledge construction by first year students enrolled in an experimental track at a teacher education college. Content and discourse analysis methods were applied to analyze peer-initiated questions, the nature of the online process and environment, as well as, the role of the mentor in promoting the shift from intuitive to professional knowledge about teaching.