Abstract

In this study we explore the use of concept maps for knowledge integration in an online graduate course for teachers and pilot-test an analytic scheme for describing the thinking processes underlying map construction. The course is structured around a hypothetical scenario depicting a classroom teacher and four diverse learners. As a part of the course assignments, participants construct concept maps to analyze cognitive learning theory and research in relation to the learning needs of the hypothetical learners. In our analysis of participants’ concept maps, we identified distinct structures and processes. In this paper we share these findings and discuss the possible significance of the variety of concepts maps for characterizing teacher learning.