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Blogging as Online Reflection During Student Teaching

Blogging as Online Reflection During Student Teaching

Vicki Stewart Collet
Copyright: © 2020 |Pages: 21
ISBN13: 9781799802068|ISBN10: 179980206X|ISBN13 Softcover: 9781799802075|EISBN13: 9781799802082
DOI: 10.4018/978-1-7998-0206-8.ch002
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MLA

Collet, Vicki Stewart. "Blogging as Online Reflection During Student Teaching." Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, IGI Global, 2020, pp. 24-44. https://doi.org/10.4018/978-1-7998-0206-8.ch002

APA

Collet, V. S. (2020). Blogging as Online Reflection During Student Teaching. In R. Karchmer-Klein & K. Pytash (Eds.), Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 24-44). IGI Global. https://doi.org/10.4018/978-1-7998-0206-8.ch002

Chicago

Collet, Vicki Stewart. "Blogging as Online Reflection During Student Teaching." In Effective Practices in Online Teacher Preparation for Literacy Educators, edited by Rachel Karchmer-Klein and Kristine E. Pytash, 24-44. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0206-8.ch002

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Abstract

One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. Reflection is an evidence-based practice that improves instruction during preservice teachers' practicum experiences. While student teaching, preservice teachers may be so caught up in implementing lessons that they are unable to reflect in action; therefore, reflection-on-action, which occurs after teaching episodes, is critical. This study explores use of blogs as tools for reflection during the student-teaching experience, finding that blogs serve as a means of both self-expression and reflection. Additionally, the study suggests that self-questioning may lead to deeper reflection, and that preservice teachers should balance the articulation of emotions with specific descriptions of teaching and judgments about student learning in order to support reflection that leads to increased professional knowledge.

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