Title

Understanding innovative professional development for educators through the analysis of intersubjectivity in online collaborative dialogues

Document Type

Journal article

Source Publication

International Journal of Information and Communication Technology Education (IJICTE)

Publication Date

2007

Volume

3

Issue

3

First Page

25

Last Page

38

Publisher

IGI Global

Abstract

Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues might influence teachers’ decisions in their classrooms—sometimes hurting when not appropriated well. This theoretical article extends principal sociocultural approaches to a cognitive concept called intersubjectivity through illustrations of empirical data. Part of a larger innovative professional development involving four classroom locations across Missouri, synchronous chatroom dialogues comprising teachers and researchers, and pre- and post-unit interviews underwent qualitative discourse and focused microanalyses. We argue that teachers purposefully used their dynamic intersubjective spaces and strategies in the management of meaning-making negotiations within an online interactive environment. The findings reveal two novel variable forms of intersubjectivity: (a) temporary suspension, and (b) resistance and disagreement. These findings inform teacher educators and practitioners of online learning about the cognitive and sociocultural processes and tension of learning within advanced interactive learning environments.

DOI

10.4018/jicte.2007070103

Print ISSN

15501876

E-ISSN

15501337

Publisher Statement

Copyright © 2007 IGI Global. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Hui, D., & Russell, D. L. (2007). Understanding innovative professional development for educators through the analysis of intersubjectivity in online collaborative dialogues.International Journal of Information and Communication Technology Education (IJICTE), 3(3), 25-38. doi: 10.4018/jicte.2007070103