Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program
Source: Journal of Technology and Teacher Education Volume 22, No. 3, July 2014, p. 361-395
This article 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 investigation occurs in a structured community.
It 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 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.