Evolving Collaboration among Teacher Trainees – Analysis of Collaborative Discourse

Abstract

The main focus of the study was to investigate group-mechanisms and collaborative small-group learning. Participants (n=20) were pre-service English teacher trainees of a methodology seminar. Group mechanisms and collaborative activities were analysed and made visible with the help of online discussions that evolved in the discussion forums of the course management system (CMS) Moodle. Quantitative data on student participation, online activity and frequency of messages were gained from the log files of the CMS. Through the qualitative content analysis of forum discussions, nine stages of collaborative discourse were identified in the presented pedagogical scenario. Methods for integrating the identified stages in the design process of blended learning in teacher training courses are suggested and best practices for similar courses are offered. However, due to the limited number of participants, further investigation of the relevance of the identified stages on a larger set of sample is needed.