Teacher Education and Practice
Can the perceived boundary between professor and student be crossed? Can technology be used as a pathway to cross that boundary? These questions were answered as a result of a project initiated to meet the requirements in creating an honors option for an undergraduate educational psychology course. In constructing the course requirements, the professors set a goal of reflecting with a student on critical issues as they reviewed a book of such articles written by Alfie Kahn. The sequence of analysis took place throughout the semester, using electronic media dialogue following the reading of each chapter. Through the reflections of the professors, the student connected theory and practice while crossing the perceived boundary between professor and student. In addition to crossing the perceived boundary and using technology to facilitate dialogue, the student and the professors experienced intellectual and professional growth. This project explores the reflective comments of both professors and a student that occurred during this reflective exercise.
Abnet, L., Nichols, J., & Moss, G. (2008). Crossing educational boundaries: Text, technology, and dialogue as a critical pathway. Teacher Education and Practice, 21(1), 16-32.