You are here:

Psychosocial and Cognitive Dimensions of the ‘Self’ within Pre-service Teachers’ Reflective Blogs
PROCEEDINGS

, , Texas State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study provides support for the importance of addressing Deng & Yuen’s (2011) three blogging behaviors (write, read, and comment) as well as the psychosocial and cognitive dimensions that participants explore as they authentically represent the ‘self’. Participants include 23 preservice teachers from different content areas enrolled in an undergraduate field-based education course at a large southwestern university. Within the context of preservice teacher education and field-based experiences, these findings indicate that the use of reflective blogs can support the development of a community of practice that can transcend space by extending beyond the walls of the classroom and possibly transcend time by extending beyond graduation.

Citation

Smith, S. & Garza, R. (2014). Psychosocial and Cognitive Dimensions of the ‘Self’ within Pre-service Teachers’ Reflective Blogs. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 460-469). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References