Exploring knowledge construction of pre-service EFL teachers through online discussions of critical incidents
Bibliographic Data
| ID | 21494471 |
|---|---|
| Authors | Daniel Portman (Azrieli College of Engineering Jerusalem, corresponding author), Orly Haim (0000-0003-4235-5400, Beit Berl College) |
| Year | 2025 |
| Volume | 51 |
| Issue | 4 |
| Pages | 696-714 |
| Publication date | 2025-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2535673 |
| OpenAlex | W4412617613 |
| Language | EN |
| References cited | 29 |
This study examines the process of joint knowledge construction among English as a Foreign Language (EFL) pre-service teachers (PSTs) during their practicum through asynchronous online discussions of critical incidents (CIs). Utilising the Legitimation Code Theory (LCT) semantic gravity and density dimensions, the research investigates how PSTs might bridge theory and practice. The study identifies four major professional issues concerning PSTs: classroom management, language teaching, differentiated instruction, and the role of PSTs. The analysis identifies nine semantic tours representing different knowledge construction patterns in bridging theory and practice. These tours highlight the variability in the way PSTs might engage with the goings-on of their practicum, underscoring the crucial role of pedagogical advisors in facilitating this process. The tours identified suggest that such an online forum can promote knowledge construction both by bridging theory and practice and applying theory to practice and vice-versa. The study contributes to the understanding of the PST learning-to-teach processes and offers practical implications for teacher education programmes, suggesting the value of structuring CI discussions to encourage movement along the semantic planes
Business · Knowledge management · Mathematics education · Sociology · Computer Science · Education and Critical Thinking Development · Educational Theory and Curriculum Studies · Psychology · Student Assessment and Feedback
Critical Incidents in Teaching
Professional Development for Language Teachers
Inconvenient truths about teacher learning
The Collected Works of L. S. Vygotsky
The winding road of student teaching
Making semantic waves
Linking practice to theory in teacher education
Using case discussion on the web to develop student teacher problem solving skills
The hidden side of the work
| Citation velocity | historical |
|---|---|
| Highly cited | No |