Private blog reflections connecting course content with field experiences: preservice teachers grapple with teacher identity

Eutsler, Lauren; Curcio, Rachelle

doi:10.1080/14623943.2019.1586663

Cited by 8 publications

(13 citation statements)

References 17 publications

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“…The current blog activities encouraged the participants to share their practice teaching experiences in a learning community, read other participants' posts which allowed them to have exposure to their peers' perspectives and write at least two comments for two peers per activity which encouraged them to reflect on others' views. Consistent with the results of several other studies (Eutsler & Curcio, 2019;Too, 2013;Yang, 2009), the current findings indicated the potential of integrating blog activities into a practice teaching course to provide systematic opportunities to practice teacher reflection for the participants who were PSTs with a careful design and guidance.…”

Section: Resultssupporting

confidence: 90%

“…(Melisa, Interview) Blogging along with in class sessions might have been helpful in adding to the sense of community as a group of PSTs as they shared ideas and experiences about teaching, keeping their minds busy with teacher reflection. Similar to the findings in the literature, the blended-design of the current practice teaching course added to the promotion of reflective thinking among the PSTs (Eutsler & Curcio 2019;Sharma, 2010;Too, 2013;Wopereis et al, 2010).…”

Section: Sense Of Communitysupporting

confidence: 64%

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The Use of Blog Activities to Promote Reflection in an ELT Practicum

Bener¹,

Yildiz²

2019

AJTE

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Informed by the theories of critical reflection and community of practice, this study aimed to explore the integration of blogs to promote reflection among eighteen pre-service English language teachers registered in a practicum course at a public university in Turkey. Fourteen blog activities were designed and implemented to guide the reflective process of student teachers. Data were collected through archival documents of participants' blog entries, two focus group interviews and two surveys. A total of 457 entries were analysed in terms of depth of reflection and the analysis revealed evidence of medium or high level reflection in most (61%) of the entries and highest level of reflection in 12% of the entries. The results indicated that the blog activities guided and systematically promoted reflectivity among pre-service teachers and thus have given them an opportunity to engage in deeper levels of reflection.

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Section: Resultssupporting

confidence: 90%

Section: Sense Of Communitysupporting

confidence: 64%

The Use of Blog Activities to Promote Reflection in an ELT Practicum

Bener¹,

Yildiz²

2019

AJTE

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“…The benefits of RW are rarely described in detail and may be divided into personal and professional benefits as summarised in Table 5 for ease of review. From a professional perspective, RW improves learning [ 96 , 112 , 119 , 147 , 157 , 170 , 179 , 185 – 192 ], facilitates continuing medical education [ 119 , 128 , 173 , 174 , 193 – 195 ], inculcates moral, ethical, professional and social standards and expectations [ 118 , 156 , 160 ], improves patient care [ 29 , 120 , 129 , 131 , 135 , 142 , 194 , 196 – 199 ] and nurtures PIF [ 150 , 157 , 172 , 191 , 200 ].…”

Section: Resultsmentioning

confidence: 99%

“…From a personal perspective, RW increases self-awareness [ 114 , 127 , 137 , 161 , 166 , 179 , 185 , 202 , 216 ], self-advancement [ 9 , 131 , 134 , 150 , 168 , 174 , 195 , 205 , 217 , 229 ], facilitates understanding of individual strengths, weaknesses and learning needs [ 112 , 119 , 150 , 152 , 170 , 218 , 219 ], promotes a culture of self-monitoring, self-improvement [ 130 , 172 , 173 , 185 , 193 , 198 , 201 , 210 , 211 ], developing critical perspectives of self [ 193 , 223 ] and nurtures resilience and better coping [ 154 , 160 , 206 ]. RW also guides shifts in thinking and perspectives [ 148 , 149 , 156 , 203 , 207 , 208 ] and focuses on a more holistic appreciation of decision-making [ 37 , 118 , 126 , 174 , 177 , 194 , 196 , 199 , 200 , 224 – 226 ] and their ramifications [ 37 , 112 , 116 , 130 , 13...…”

Section: Resultsmentioning

confidence: 99%

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A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

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Background Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed. Methods A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed. Results A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations. Conclusions This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Private blog reflections connecting course content with field experiences: preservice teachers grapple with teacher identity

Cited by 8 publications

References 17 publications

The Use of Blog Activities to Promote Reflection in an ELT Practicum

The Use of Blog Activities to Promote Reflection in an ELT Practicum

A systematic scoping review of reflective writing in medical education

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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