You are here:

Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments

, , Virginia Tech, United States

Journal of Technology and Teacher Education Volume 20, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Data was collected over ten weeks, offering the student teachers an opportunity to reflect through video, image, print text, and comment fields. Analytic induction (Erikson, 1986) and content analysis (Patton, 2002) were used to categorize responses and examine how blog and vlog posts differed, given both the capacities of the medium and the ways in which students captured or revised their work. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and vlogs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice. Results suggest implications for pedagogies utilizing multiple digital modalities or participatory learning within online communities of practice.


Kajder, S. & Parkes, K. (2012). Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments. Journal of Technology and Teacher Education, 20(3), 229-249. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 23, 2019 from .


View References & Citations Map


  1. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128. Bolster, A. (1983). Toward a more effective model of research on teaching. Harvard Educational Review, 5(3), 294-398.
  2. Boud, D. (1999). Situated academic development in professional work: Using peer learning. International Journal for Academic Development, 4, 3-10.
  3. Calandra, B., Gurvitch, R., & Lund, J. (2008). An exploratory study of digital video editing as a tool for teacher preparation. Journal of Technology and Teacher Education, 16(2), 137-153.
  4. Cloonan, A. (2008). Multimodality pedagogies: a multiliteracies approach. The International Journal of Learning, 15(9), 159-168.
  5. Coldron, J. & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711726.
  6. Cole, A. & Knowles, P. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Toronto: allyn & Bacon.
  7. Erikson, F. (1986). Qualitative methods in research on teaching. In M.C. Wittrock (ed.), Handbook on research on teaching (3rd ed., pp. 119-161). New york, ny: Macmillan.
  8. Hull, G. & Nelson, M. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261.
  9. Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research & Development, 28(3), 247-260.
  10. Knobel, M. & Wilber, D. (2009). Let’s talk: literacy 2.0. Educational Leadership, 66(6), 20-24.
  11. Larrivee, B. (2008). Development of a tool to assess teacher’s level of reflective practice. Reflective Practice, 9(3), 341-360.
  12. Larrivee, B. (2004). Assessing teachers’ level of reflective practice as a tool for change. Paper presented at the Third International Conference on reflective Practice, Gloucester, UK.
  13. Leu, D., Kinzer, C., Coiro, J. & Cammack, D. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In R. B. Ruddell, & N. J. Unrau (eds.), Theoretical
  14. Liston, D. P. & Zeichner, K. M. (1987). Reflective teacher education and moral deliberation. Journal of Teacher Education, 38(6), 2-8.
  15. Lytle, S. (2006). The literacies of teaching urban adolescents. In alvermann, D., Hinchmann, K., Moore, D., Phelps, S. & Waff, D. (eds.) Reconceptualizing the literacy lives of adolescents (2nd edition). Ny: routledge.
  16. Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd edition). Thousand Oaks, Ca: Sage.
  17. Mills, K. (2010). Shrek meets Vygotsky: rethinking adolescents’ multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy. 54(1), 35-45.
  18. Morrow, S. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250-260.
  19. Parkes, K. A. & Kajder, S. B. (2010). Eliciting and assessing reflective Practice: a case study in Web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218-228.
  20. Patton, M. Q. (2002). Qualitative research & Evaluation methods (3rd edition). Thousand Oaks, Ca: Sage.
  21. Pope, M., Hare, P. & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203.
  22. Posner, G. J. (2005). Field experiences: A guide to reflective teaching (6th edition). New york, ny: allyn and Bacon.
  23. Ray, B. & Coulter, C. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6-26.
  24. Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6(2), 199-204.
  25. Schön, D. (1987). Educating the reflective practitioner. San Francisco, Ca: jossey-Bass.
  26. Sharma, P. & Xie, Y. (2010). Student experiences using weblogs: an exploratory study. Journal of Asynchronous Networks, 12(3-4), 137-156.
  27. Shoffner, M. (2009). “Because I know how to use it:” Integrating technology into preservice english teacher reflective practice. Contemporary Issues in Technology and Teacher Education, 9(4). Retrieved from
  28. Smeby, J. (2007). Connecting to professional knowledge. Studies in Higher Education, 32(2), 207-224.
  29. Snyder, I. (2009). Shuffling towards the future: The enduring dominance of book culture in literacy education. In Banham, M., & Prinsloo, M. (eds.) The future of literacy studies. London: Palgrave.
  30. Sparks-langer, G., Simmons, J., Pasch, M., Colton, A., & Starko, A. (1990). Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41, 23-32.
  31. Spalding, E. & Wilson, A. (2002). Demystifying reflection: a study of pedagogical strategies that encourage reflective journal writing. Teachers College Record, 104(7), 1393-1421.
  32. Street, B. (2009). Understanding textual practices in a changing world. In Banham, M., & Prinsloo, M. (eds.) The future of literacy studies. London: Palgrave.
  33. Thomas, D. & Seely-Brown, J. (2011). A new culture of learning. Ca: CreateSpace.
  34. Vasudevan, L., Schultz, K. & Bateman, J. (2010). Rethinking composing in a digital age: authoring literate identities through multimodal storytelling. Written Communication, 27, 442-468.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact