Structured Communities, Science Instruction Development, and the Use of Blogging in a Pre-Service Elementary Teacher Education Program

Autor/inn/en	Wall, Steven C.; Anderson, Janice; Justice, Julie
Titel	Structured Communities, Science Instruction Development, and the Use of Blogging in a Pre-Service Elementary Teacher Education Program
Quelle	In: Journal of Technology and Teacher Education, 22 (2014) 3, S.361-395 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teacher Education; Electronic Journals; Science Teachers; Science Instruction; Communities of Practice; Methods Courses; Mentors; Grounded Theory; Data Analysis; Phenomenology; Teacher Attitudes; Electronic Publishing; Web Sites; Interviews; Focus Groups + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; E-Journal; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Methodisch-didaktische Anleitung; Auswertung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Elektronisches Publizieren; Web-Design; Interviewing; Interviewtechnik
Abstract	This study evaluates the use of blogging and what it reveals about the development of science teaching ability in pre-service elementary education majors. The investigation occurs in a structured community and takes into consideration interactions among community members as they reflect on their own experiences and respond to the blogs of other pre-service teachers (PSTs) during a science methods course. The goal of the project was to develop as a virtual place where content or procedural knowledge is valued, learned and shared by members beyond face-to-face interactions. This paper is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions. Development was mitigated by how PSTs processed new experiences, the trust and interaction that occurred between the participants, and the gradual acceptance of blogging as a beneficial academic practice. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10