The potential of weblogs in pre-service teachers' reflective practice
Melanie Shoffner, University of North Carolina-Chapel Hill, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Pre-service teachers enter teacher education programs with a working practical theory, formed from experience, knowledge and values, that informs their thoughts and actions. Through reflection, pre-service teachers reaffirm, reassess and recreate their practical theory as it guides their actions and beliefs on teaching and learning. Weblogs, an emerging medium in teacher education, provide a space for individual on-line journals that support personal reflection and communal interaction. This presentation explores the tripartite elements of practical theory, reflective practice and weblogs as examined through a qualitative research study conducted in a secondary MAT program at a large southeastern university. Analysis of weblog postings, group interviews and individual interviews provide support for weblogs as a reflective tool in pre-service teacher education.
Shoffner, M. (2006). The potential of weblogs in pre-service teachers' reflective practice. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2409-2415). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).