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Reflection Through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships ARTICLE

, Columbia College, United States ; , University of Florida, United States

CITE Journal Volume 10, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Students entering teacher preparation programs often exhibit a desire to be shown the magic bullet of teaching practice. When they fail to be presented with recipes for success, or when the instruction they receive in methods classes does not match their own understanding of instructional methods and what they believe methods should be, they can feel a heightened level of discomfort. This paper describes the study of an Online Writing Partnership and examines participants’ discomfort regarding the use of online communication technologies to facilitate mentor relationships with high school students in writing. Findings indicated that this discomfort can provide opportunities for reflection on and examination of beliefs about writing instruction, as well as on the nature of writing itself as a recursive process. Further, using online communication technologies to facilitate practicum experiences can enrich preservice teachers’ understandings of and approaches to the complexities and challenges of teaching writing.

Citation

Nail, A. & Townsend, J. (2010). Reflection Through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships. Contemporary Issues in Technology and Teacher Education, 10(4), 366-382. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 21, 2018 from .

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