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 (chisuperscript 2 = 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.)

Citation

Andersen, L. & Matkins, J.J. (2011). Web 2.0 Tools and the Reflections of Preservice Secondary Science Teachers. Journal of Digital Learning in Teacher Education, 28(1), 27-38. Retrieved January 19, 2020 from https://www.learntechlib.org/p/167424/.

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Keywords

• action research
• Cooperating Teachers
• Electronic Publishing
• Graduate Study
• Methods Courses
• preservice teacher education
• preservice teachers
• Researchers
• Science Instruction
• science teachers
• secondary education
• Teacher Education Curriculum
• teaching methods
• Web Sites