ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1574962
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 6 articles
Using website creation as a hub, promoted collaborative learning in teacher education
Provisionally accepted
Anna Järnerot*
Anne Bonnevie Lund- Department of teacher education, Norwegian University of Science and Technology, Trondheim, Norway
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The article presents a teaching design used in the first year of a teacher education in Norway. The teacher educators designed, taught and researched the project, evaluating it in collaboration with students. This is in line with a practitioner/action research approach and formative dialogue research.The teaching design was centered around the making of websites as a form of wiki learning. 143 students participated in the project. This article focuses on the student perspective and the data material was gathered through a survey and reflection papers.The students pointed out the collaboration as the most important learning and how that prepared them for the future teacher profession. The student statements were classified into three categories of professional growth and discussed using the theory of professional capital.Using the students' comments and the teacher educators experience, the teaching design is discussed up against earlier designs of wiki learning. The discussion elaborates on 6 possible success factors.
Keywords: Collaborative Learning, Teacher Education, Teaching design, wiki, practitioner research, Student perspective
Received: 11 Feb 2025; Accepted: 28 Apr 2025.
Copyright: © 2025 Järnerot and Lund. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Anna Järnerot, Department of teacher education, Norwegian University of Science and Technology, Trondheim, Norway
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