Focused Blogging for Reflection and to Develop a Preservice Teaching Community of Practice

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Scribner-MacLean, M. & Sunil, B. (2012). Focused Blogging for Reflection and to Develop a Preservice Teaching Community of Practice. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4531-4536). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/40326.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Michelle Scribner-MacLean, UMass Lowell Graduate School of Education, United States; Bindu Sunil, University of Massachusetts Lowell, United States

Abstract

Reflection upon practice is a critical part of field experiences for preservice teacher candidates. This session describes the use of blogs as means for reflection for teacher candidates in elementary science field experiences. Elements of effective science teaching were presented to candidates for emphasis during weekly lessons and were the focus of candidate blog entries. An 8-week field experience produced over 300 blog entries and responses and candidate interviews from 12 candidates. Analysis found that combining the cognitive benefits of reflection with blogging adds new components to the practice of reflection, which are critical to achieve a more in-depth and consistent analysis of teaching practice, while adding another dimension to reflection by a community of practice (Wenger, 1998).

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