Weblogs as Instruments for Reflection on Action in Teacher Education
Interactive Learning Environments Volume 18, Number 3, ISSN 1049-4820
This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on teaching practice during an 8-week internship. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. However, weblogs do not incite deep reflection or spiral reflection, which can only be the result of explicit instruction. This exploratory study further shows that large-scale quantitative research is needed to support the premise that weblogs are suitable tools for reflection. (Contains 4 tables and 1 figure.)
Wopereis, I.G.J.H., Sloep, P.B. & Poortman, S.H. (2010). Weblogs as Instruments for Reflection on Action in Teacher Education. Interactive Learning Environments, 18(3), 245-261.
Cited ByView References & Citations Map
Australasian Journal of Educational Technology Vol. 34, No. 3 (Jul 20, 2018)
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
Joan E. Hughes, Yujung Ko, Mihyun Lim & Sa Liu, The University of Texas at Austin, United States
Journal of Technology and Teacher Education Vol. 23, No. 2 (April 2015) pp. 185–212
Preservice Teachers' Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
Joan Hughes, Yujung Ko, Mihyun Lim & Sa Liu, Learning Technologies Program, College of Education, University of Texas at Austin, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1256–1261
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.