Published:
Oct. 01, 2012
Source: Journal of Technology and Teacher Education, Volume 20, Issue 4, October 2012
This study aimed 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.
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