Australian Journal of Teacher Education
Abstract
Graduate teachers in Australia are expected to engage with their peers to expand their professional learning. Learning to use protocols – or structured professional conversations – provides pre-service teachers with opportunities to achieve this expectation. In this paper we explain how pre-service teachers during an extended practicum used protocols to participate in synchronous online discussions using the Blackboard Collaborate learning platform. The pre-service teachers were surveyed about aspects of the protocols and the platform on which the interactions occurred. Protocols appear to be well-suited to assisting synchronous discussions using Web 2 technologies as they ensure everyone has equal time to discuss, present and receive feedback about their work in respectful and efficient ways. This preliminary research provides opportunities for further investigation of pedagogical approaches to use with pre-service teachers when they are required to utilise online platforms when they are away from the university for extended periods of time.
Recommended Citation
Keamy, (., & Selkrig, M. (2013). The Effectiveness of Protocols when Pre-Service Teachers Engage in Online Collaborations: An Exploration. Australian Journal of Teacher Education, 38(2). https://doi.org/10.14221/ajte.2013v38n2.4