Patterns of Faculty and Student Conversation in Listserv and Traditional Journals in a Program for Preservice Mathematics and Science Teachers

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Abstract
This study examined the patterns of interaction between preservice science teachers in collaborative reflective activity on a listserv. These patterns were compared with published interaction patterns typical of a didactic classroom. Results suggest that listserv dialogue has characteristics that are very different from typical classroom language. The roles of teachers and students are reversed, with students initiating conversations, teachers answering questions, and students reacting. The costs and benefits of electronic journaling in terms of preservice teacher education are discussed.