Dialogic Possibilities: Exploring New Frontiers in Collaboration

The transition from preservice teacher to classroom teacher occurs rapidly, requiring that teacher candidates assimilate into the field quickly. In order to do so, these teachers must demonstrate appropriate language development as it relates to the teaching profession. Not only do novice teachers need to be able to articulate what they and their students do, but they should also be able to express why such actions are necessary. Sufficient command of professional language unique to the discipline of teaching ensures that preservice teachers are capable of engaging in discussions about pedagogy and curriculum. Possessing an understanding of research-based pedagogical methods is necessary; however, conveying proficiency of professional, discipline-specific language ensures that the novice instructor is both knowledgeable and capable. It is critical then, that preservice teachers develop pedagogical language prior to entering their beginning teaching careers.;The purpose of this qualitative multiple-case study was to explore how English language arts and social studies preservice teachers used an online space for a dialogic learning experience. The dialogue of nine preservice teacher pairs was examined, and three dyads were subsequently examined in depth as a means to understand how online discussion of informational text facilitated further comprehension of the presented material. Research questions guiding the study are as follows: how do preservice teachers develop professional language during a semester-long course that utilizes content-related, research-based readings, and how does an online, private and controlled, asynchronous dialogue with a peer enable preservice teachers to construct pedagogical knowledge?;The research design for this study was an instrumental, qualitative multiple-case study. Data included transcripts from online documents, mid-semester and summative reflections, and primary course documents. The research focused on the dialogic relationships between preservice teachers in an online space. Data analysis enabled the researcher to determine how preservice teachers developed professional language and constructed pedagogical knowledge through their online discussions with a peer. Four major themes were determined as a result of data analysis: professional language use, reflection and refraction, envisioning one's self as a teacher, and support. The findings of the study reveal that discussions among the preservice teacher dyads contributed to the development of professional language and construction of pedagogical knowledge in unique ways for each pair.