The Online Student Learning Community: A Valuable Component of an Effective Reading Teacher Preparation Practicum Course?
Abstract
The authors report on an ongoing study about a cohort-based practicum course for graduate student classroom teachers in which virtual peer collaboration supports their instruction. The study grew organically out of a one-on-one literacy tutoring program set up to meet the needs of struggling English language learner (ELL) readers in grades 2-4. The authors examine what benefits, if any, the graduate students perceived in this face-to-face (F2F) tutoring program as part of their practicum experience when using an asynchronous blog to share experiences and strive toward following evidence-based practices in literacy and ELL pedagogy.
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