Blogging the Field: An Emergent Continuum for Urban Teacher Development ARTICLE
Vanessa Domine, Montclair State University, United States
Journal of Technology and Teacher Education Volume 20, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Preparing teachers to work in urban settings poses unique challenges, as urban communities are complex and require systemic understanding of students and their families, culture, and community. Pre-service teachers often harbor misconceptions about what it means to work in urban settings and many bring to their teacher education program minimal first hand experience. The purpose of this qualitative study was to understand pre-service teachers’ use of online journaling (or blogging) to contextualize, question, construct and transform their understanding of their initial field experience within an urban school setting. The study used critical discourse analysis to study 31 undergraduate students’ blogs in an introductory course prerequisite to entering an initial teacher certification program. The findings suggest transformative shifts in the areas of developing confidence and observation skills, understanding the complexity of schools, developing concern for others, promoting democratic ideals and becoming a professional.
Domine, V. (2012). Blogging the Field: An Emergent Continuum for Urban Teacher Development. Journal of Technology and Teacher Education, 20(4), 387-414. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 19, 2018 from https://www.learntechlib.org/primary/p/39250/.
© 2012 Society for Information Technology & Teacher Education
- Alsup, J. (2006). Teacher identity discourses. Mahwah, nJ: Lawrence erlbaum & National Council of Teachers of english.
- Association of Colleges of Teacher education (aaCTe). (2010, september). 21st Century Knowledge and skills in educator Preparation. Retrieved from http://www.p21.org/documents/aacte_p21_whitepaper2010.pdf.
- Baggot, K. (2006, December 21). Literacy and text messaging: How will the next generation read and write? Technology Review. Retrieved from http://www.technologyreview.com/printer_friendly_article.aspx?id=17927
- Bakhtin, M. M. (1982). The dialogic imagination. (C. Emerson & M. Holquist Trans.). Austin: University of Texas Press.
- Borich, G. D. (2011). Observational skills for effective teaching (6th ed). New York: Pearson.
- Bullough, R. V. (1989). First-year teacher: A case study. New York: Teachers College Press.
- Cowan, M.A. (1994). Conversation with a text. College Teaching, 42(2), 66-72. Deng, L., & Yuen, A. K. (2010). Towards a framework for educational affordances of blogs. Computers & Education, 56(2), 441-451. Doi:10.1016/J.Compedu.2010.09.005
- DeWert, M. H., Babinski, L. M., & Jones, B. D. (2003). Safe passages: Providing online support to beginning teachers. Journal of Teacher Education, 54(4), 311-320.
- Ellison, N.B. & Wu, Y. (2008). Blogging in the classroom: a preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99-122.
- Ferris, S. P. & Godar, S. H. (2006). Teaching and learning with virtual teams. Hershey, Pa: information science Publishing.
- Geertz, C. (1973). The interpretation of cultures. New York: Basic Books, P. 6. Goodlad, J. I., & Mcmannon, T. J. (1997). The public purposes of education and schooling. San Francisco: Jossey-Bass.
- Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
- Hampton, B., Peng, L., & Ann, J. (2008). Pre-service teachers’ perceptions of urban schools. The Urban Review, 40(3), 268-295.
- Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11, 33-49.
- Hoffman-Kipp, P. (2008). Actualizing democracy: The praxis of teacher identity construction. Teacher Education Quarterly, 35(3), 151-164.
- Hubbard, R. S., & Power, B. M. (1999). Living the questions: A guide for teacher-researchers. York, maine: stenhouse.
- International society for Technology in education (isTe). (2003). National educational technology standards for teachers: Resources for assessment. Eugene, oR: isTe Publications.
- Killeavy, M., & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26: 1070-1076.
- Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11: 47-71.
- LeCompte, M. D., & Preissle, J. (1992). Toward an ethnology of student life in schools and classrooms: synthesizing the qualitative research tradition. In M.D. LeCompte, W.L. Millroy, and J. Preissle (eds.). The handbook of qualitative research in education. Orlando, FL: academic Press.
- Leland, C. H., & Harste, J. C. (2005). Doing what we want to become: Preparing new urban teachers. Urban Education, 40(1), 60-77.
- Liggett, T., & Finley, S. (2009). “Upsetting the apple cart:” issues of diversity in preservice teacher education. Multicultural Education, 16(4), 33-38.
- McLuhan, M. (1964). Understanding media: The extensions of man. New York: Bantam.
- Milner, H.R. (2007). Preservice teachers’ learning about cultural and racial diversity: implications for urban education. Urban Education, 41(4), 343375.
- Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54 (1), 31-42.
- National association for media Literacy education (namLe). (2007). The core principles of media literacy education. Retrieved from http://namle.net/publications/core-principles/.
- National Center for education statistics (nCes). (2012). NaeP Technology and engineering Literacy (TeL) assessment. Institute of education sciences. Retrieved from http://nces.ed.gov/nationsreportcard/techliteracy/.
- Ogbu, J. U. (1981). School ethnography: a multilevel approach. Anthropology & Education Quarterly, (12) 1, pp. 3-29.
- Posner, G. J. (2004). Field experience: A Guide to Reflective Teaching (6th ed.). New York: allyn & Bacon.
- Ross, S., Hughes, T., & Hill, R. (2001). Field experiences as meaningful contexts for learning about learning. Journal of Educational Research, 75 (2), 103-107.
- Stiler, G. M., & Philleo, T. (2003). Blogging and Blogspots: an alternative Format for encouraging Reflective Practice among Preservice Teachers. Education, 123(4), 789-797.
- Top, E., Yukselturk, E., & Inan, F. A. (2010). Reconsidering usage of blogging in preservice teacher education courses. Internet & Higher Education, 13(4), 214-217. Doi:10.1016/J.iheduc.2010.05.003
- United states Department of education institute of education sciences (UsDoe). (2011, march). Projections of Education Statistics to 2019. Washington, D.C.: national Center for education statistics.
- United states Department of Labor (UsDoL). (2010). Occupational Outlook Handbook, 2010-2011 Edition. Washington, D.C.: Bureau of Labor statistics.
- Van Dijk, T. A. (1993, april). Principles of critical discourse analysis. Discourse and Society, 4(2), 249-283.
- Wang, Q. Y., & Woo, H. L. (2008). The affordances of weblogs and discussion forums for learning: a comparative analysis. Educational Technology, 48(5), 34-38.
- Whipp, J. L. (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education, 54(4), 321-333.
- Willard-Holt, C. (2000, march). Preparing teachers for urban settings: Changing teacher education by changing ourselves. The Qualitative Report, 4(3/4). Retrieved from http://www.nova.edu/ssss/QR/QR4-3/willard.html
- Wong, H.K., & Wong, R.T. (2000). The first days of school. Sunnyvale, Ca: Harry K. Wong Publications.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.