A Study of Elementary School Teachers' Intercommunication on the Asynchronous Discussion Net Environment

Abstract

This study analyzes seven elementary school teachers' communication processes on the asynchronous discussion net environment. Content analysis was used to determine what communication patterns appeared and what teachers discussed. The results showed that (1) teachers' communication patterns changed from ”asymmetric interaction” to ”symmetric interaction,” (2) the content teachers discussed changed from teaching strategies knowledge to mathematics content knowledge and mathematics pedagogical content knowledge. Finally, this study provides some suggestions for future research.