INTERACTIVE LEARNING PROCESS

Abstract. The present study explores the contribution of narrative discourse to novice student teachers’ collaborative learning-process in a closed asynchronous forum inaugurated for the discussion of practicum problems. The author’s current studies that focus on problem discourse in educational and non-educational settings show that troubled selves often verbalize their lot in narrative formats that are rich in self-building evaluative resources and that participants make functional use of these resources. The present study further explores whether narrative discourse was conducive to digital dialogue among 20 student teachers attending their final college year. Qualitative analysis of the messages showed that the production of narrative problem messages provided other participants with emotional, cognitive and behavioral dimensions of the presenter’s problem and enhanced involvement and interaction, whereas non-narrative messages were not conducive to a fruitful dialogue and resulted in a more abstract discussion. 1