How do pre-service teachers work “Together” on curriculum development projects: A study on tools and tasks in collaborative information behavior
Journal
Lecture Notes in Computer Science
Journal Volume
10766 LNCS
ISBN
9783319781044
Date Issued
2018
Author(s)
Yang, Wan Lin
Abstract
© Springer International Publishing AG, part of Springer Nature 2018. Course preparation for teachers usually requires looking for a great amount of information. For pre-service teachers who are novice in teaching, information exchange regarding course preparation with their peers is very crucial to their professional development. Drawing upon Twidale and Nichols [1] and Shah [2–4], this study investigates pre-service teachers’ collaborative information behavior when designing curriculum with their peers. Specifically, the current study examines pre-service teachers’ time-space collaboration profiles and the tools being used in their collaborative information-seeking processes. 183 responses were collected via a web survey and analyzed to address aforementioned research inquiries. The results show that while nearly half of the pre-service teachers worked at different time and space, the other half either worked at the same time in the same place or worked remotely at the same time. Social media and cloud drives have become the most popular collaborative platforms for pre-service teachers to share information with their peers, and most participants used multiple online tools for various purposes during their curriculum-development group work.
Subjects
Collaborative information behavior | Curriculum development | Pre-service teachers
SDGs
Type
conference paper