The Use of Electronic Journaling to Support and Promote the Concept of Reflective Practice with Pre-Service Language Teachers

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Pellerin, M. (2008). The Use of Electronic Journaling to Support and Promote the Concept of Reflective Practice with Pre-Service Language Teachers. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3889-3894). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28924.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Author

Martine Pellerin, University of Calgary, Alberta Canada, Canada

Abstract

This paper examines the use of an electronic journaling as a tool to promote the development of reflective practice among pre-service language teachers during their second year of field experience The outcomes of a pilot project provided new insights about how the use of an electronic journaling with pre-service language teachers supports and promotes reflective practice through online critical reflection, inquiry, problem solving and collaboration. This paper first explores the notion of reflective practice (Schon, 1983) as being a crucial part of the learning and teaching development of pre-service teachers. It discusses how the use of electronic journaling, through a process of electronic posting (blog), contributes to the development of reflective practice. This paper also explores the potential of electronic journaling in promoting a deeper critical thinking process and action taking and how it can contribute to the evolvement of the teaching practice among pre-service teachers.

Keywords

• Teachers
• Languages

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructional Design Considerations for Science E-Learning
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Usable But Not Entertaining e-Learning Material
• Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
• Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course

Tags