Using On-Line Discussion to Encourage Reflective Thinking in Pre-Service Teachers

Abstract

may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.[Article copies are available for purchase from InfoSci-on-Demand.com]

Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program

“…Therefore, conversations with peers can assist PSTs to reflect on their experiences (Holmes, 2013;Lee & McLoughlin, 2010;MansvelderLongayroux, Beijaard, & Verloop, 2007;Scott et al, 2011). Holdan & Hansen (2009) noted the potential for online technologies to enhance PSTs critical reflection and decision making. They observed the user can choose to respond immediately or wait before they respond to online posts; it is the style and timing of the 'responding' that enables them to display critical reflective practice in both process and content.…”

“…To meet these standards, teachers need to engage critically with their own practice, and communicate with colleagues, parents/carers and the community to improve student learning (AITSL, 2011). It is through professional learning communities (online or otherwise), that pre-service and beginning teachers can engage in critical and reflective practice and interact professionally with their peers (Holdan & Hansen, 2009;Tseng & Kuo, 2010). Online professional discourse (e.g.…”