Making meaning of graduate students’ and preservice teachers e-mail communication in a community of practice.
This inquiry examined graduate students ’ and preservice teachers’ e-mail communication as they made
decisions about supporting the instructional needs of children at-risk in a community of practice ummer
literacy camp. The correspondence gradually evolved from impersonal to interpersonal communication over a ten-week time span, and influenced the preservice teachers’ responses. S even themes were identified in the graduate students’ messages that ranged from questioning and complaining to promoting collaboration. The study illuminates the developmental stages of interpersonal relationships and demonstrates the reciprocal nature of interactive dialogue through the medium of e-mail communication. Conclusions are that long-term e-mail exchanges can facilitate quality relationships and provide a venue for educators to share thoughts, seek advice, and discuss teaching achievements and problems.
Nova Southeastern University
Richards, J. C., Bennett, S. V., & Shea, K.T. (2007). Making meaning of graduate students’ and preservice teachers e-mail communication in a community of practice. The Qualitative Report, 12, 639-657.
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