Effective Practices in Online Teacher Preparation for Literacy Educators
This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.
Original Publication Citation
Colwell, J., & Taylor, V. (2020). Peer review in online professional communities to support elementary disciplinary literacy planning. In Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 107-127). Information Science Reference (Imprint of IGI Global). https://doi.org/10.4018/978-1-7998-0206-8.ch006
Colwell, Jaime and Taylor, Valerie, "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning" (2020). Teaching & Learning Faculty Publications. 140.