You are here:

Online interaction: How does it help preservice teachers become better reflective practitioners?
PROCEEDINGS

, , University of Montreal, Canada

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article investigates online interaction as a means of support for reflective practice in preservice teachers during internship placement. We first present the concept of reflective practice and its operationalization in initial teacher training. From this perspective, and because interning teachers are distributed among diverse placement locations, we propose that the teacher internship provides a particularly suitable opportunity to develop reflective practice in initial training and to integrate Internet interaction tools. Thus, as a coaching mechanism in preservice teacher training, online interaction is implicitly perceived as a driver for reflective practice.

Citation

Collin, S. & Karsenti, T. (2010). Online interaction: How does it help preservice teachers become better reflective practitioners?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1400-1405). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

Keywords