Making Meaning of Graduate Students’ and Preservice Teachers’ E-Mail Communication in a Community of Practice

Authors

Janet C. Richards, University of South FloridaFollow
Susan V. Bennett, University of South FloridaFollow
Kim T. Shea, University of South FloridaFollow

Abstract

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 summer 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.

Keywords

Community of Practice, Computer-Mediated Communication (CMC), E-mail Exchange Preservice Teachers, and Graduate Students

Publication Date

12-1-2007

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2007.1617

Recommended APA Citation

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(4), 639-657. https://doi.org/10.46743/2160-3715/2007.1617