The Effect of Social Context on the Reflective Practice of Preservice Science Teachers: Incorporating a Web-Supported Community of Teachers

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MaKinster, J., Barab, S., Harwood, W. & Andersen, H. (2006). The Effect of Social Context on the Reflective Practice of Preservice Science Teachers: Incorporating a Web-Supported Community of Teachers. Journal of Technology and Teacher Education, 14(3), 543-579. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5709.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

James MaKinster, Hobart and William Smith Colleges, USA; Sasha Barab, William Harwood, Hans Andersen, Indiana University, USA

Abstract

This study examines the use of electronic networking technologies in the context of a secondary science methods course and an accompanying student teaching experience. Specifically, we examined the effects of social context on the student teaching reflections written by students randomly assigned to one of three different online settings: (a) a private journal, (b) an asynchronous discussion forum, and (c) a discussion forum within a web-supported community of teachers. The results indicate that these different online social contexts had effects on reflections themselves, as well as how the students perceived the assignment. Students in the private journal wrote better initial reflections than the other two groups; however, both of the discussion forum groups reflected on their teaching in their initial posts and in the responses that they wrote to other students. Furthermore, only the students using the discussion forum within the web-supported community of preservice and inservice teachers found both the assignment and reflection in and of itself to be of value. This study has implications with regards to how one can structure online interactions for preservice teachers in a way that will encourage meaningful reflection and collaboration.

Keywords

• Communication
• Information Sciences
• Sciences
• Educational Technology
• Inclusive Education
• Integration
• Preservice Teacher Education
• Professional Development

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