Web 2.0 Tools and the Reflections of Preservice Secondary Science Teachers

Autor/inn/en	Andersen, Lori; Matkins, Juanita Jo
Titel	Web 2.0 Tools and the Reflections of Preservice Secondary Science Teachers
Quelle	In: Journal of Digital Learning in Teacher Education, 28 (2011) 1, S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
Schlagwörter	Preservice Teachers; Web Sites; Methods Courses; Teacher Education Curriculum; Electronic Publishing; Action Research; Science Teachers; Cooperating Teachers; Researchers; Teaching Methods; Graduate Study; Preservice Teacher Education; Secondary Education; Science Instruction; Virginia + Suchen Sie Ihr Suchwort? Web-Design; Methodisch-didaktische Anleitung; Elektronisches Publizieren; Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study examined the effect of using blogs as reflective journals during a methods course and practicum period on preservice science teacher reflections. The researchers investigated blogging and commenting as potential catalysts for critical reflection using an action research approach. The participants were 10 graduate preservice secondary science teachers (3 male, 7 female) ranging in age from 21 to 33 years old at a public university in Virginia. The researchers assessed the quality of their reflections each week for 10 weeks using a 4-level scale. Thirty percent of the preservice teachers reflected critically. Significantly less commenting occurred during the second half of the study (chi[superscript 2](1) = 9.62, p = 0.002). A higher percentage of the two highest ratings occurred when reflections were about preservice teachers' own actions (95%) compared to their observations of cooperating teachers (54.5%). Blogs have the potential to support specialized professional learning communities. This article discusses recommendations for modifications to methods courses. (Contains 9 tables and 2 figures.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10