Using Online Blogs to Develop Student Teachers’ Behaviour Management Approaches

Reupert, Andrea; Dalgarno, Barney

doi:10.14221/ajte.2011v36n5.4

Cited by 20 publications

(13 citation statements)

References 32 publications

(38 reference statements)

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“…Yet when the informal that characterizes these media becomes formalized in the practice of a training's curriculum , under the gaze of the teacher educator, it might become a form of bias. Reupert and Dalgarno ( 2011 ) studied compulsory weblogs as a medium for student teachers to share experiences on classroom management with their peers. The researchers had hoped that the refl ections would pay more attention to the role of the particularities in that internship , rather than merely looking for 'tips and tricks'.…”

Section: Pedagogical Strategies and Methods To Explore The Emotional mentioning

confidence: 99%

“…To some the blogs were a good way to ventilate their emotions and receive support and tips from peers, while others questioned the value of peer advice and evaluated the blogs as too timeconsuming. Refl ecting 'in public', on a 'forum' felt uncomfortable for many students and the blogs ended up being mostly used to share tricks instead of deepening refl ection (Reupert & Dalgarno, 2011 ). Also Shoffner ( 2009 ) compared different electronic environments (i.e.…”

Section: Pedagogical Strategies and Methods To Explore The Emotional mentioning

confidence: 99%

See 1 more Smart Citation

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

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Section: Pedagogical Strategies and Methods To Explore The Emotional mentioning

confidence: 99%

Section: Pedagogical Strategies and Methods To Explore The Emotional mentioning

confidence: 99%

The Emotional Dimension in Becoming a Teacher

Kelchtermans

Deketelaere

2016

International Handbook of Teacher Education

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“…Web 2.0 refers to a variety of digital applications, which are mostly open source. Web 2.0 tools transform the learning context by providing multiple opportunities for shared content and resources, reflection, feedback, self-directed learning, informal learning, collaborative learning, and ubiquitous and lifelong learning (Gao et al, 2012;Reupert and Dalgarno, 2011;Glassman and Kang, 2011;McLoughlin and Lee, 2008b).…”

Section: Introductionmentioning

confidence: 99%

The impact of Facebook in teaching practicum: Teacher trainees perspectives

Göktalay¹

2015

Educ. Res. Rev.

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Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21 st century.

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“…The theme of the internal or personal challenge evident in this response continued in prompts two and three, but became less dominant perhaps because these concerns became subsumed by other challenges voiced in the blogs in relation to issues, such as stress and relationships. The first-year teacher blogs and the preservice teacher reflections did not focus on teaching "tips" as noted by Reupert and Dalgarno (2011), but were vehicles for analysis and reflection. The fact that the blogs and the students using them were not superficial presents a contradiction to the 2011 findings and highlights the utility of blogs as a vehicle for reflection.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher preparation courses, such as ~ 3 ~ educational psychology, have begun using social networking sites and blogs to facilitate teaching and learning, commonly asking students to author blogs and to become participants in social networking environments related to topics, such as child development, classroom management, and lesson planning (Domine, 2012;Paulus & Roberts, 2006;Reupert & Dalgarno, 2011). Since their appearance in the early 1990s (Matheson, 2004), blogs, or dynamic on-line journaling allows the creator to continuously update content and focus, while allowing the audience to offer feedback.…”

Section: The Role Of Technology and Blogs In Teacher Preparationmentioning

confidence: 99%

In their Own Words: Using First-Year Teacher Blogs to Prepare Preservice Educators

Reynolds¹

2015

IER

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Teacher-preparation programs strive to bridge the gap between theory and practice, and to prepare preservice teachers for the challenges and realities of the classroom. As budgets tighten and the alternative and online preparation of teachers becomes more common, field experiences in classrooms are increasingly limited. Creatively bridging the gap between theory and practice using teacher-created blogs provides preservice teachers the opportunity to gain insight into the challenges and life of teachers as well as the chance to reflect and make connections between coursework and their future profession. Although preservice teachers are often required to create blogs, little attention has been given the use of teacher blogs as a part of course readings and discussions, or as a supplement or replacement for field experiences. The purpose of the present study was to first explore the impact first-year teacher blogs had on pre-service teacher perceptions of the classroom, and then to determine if reading, analyzing and reflecting on the blogs impact how students perceive the applicability and utility of course content. Participants were 58 undergraduate preservice teachers seeking initial certification and enrolled in an educational psychology course at the regional campus of a public midwestern university in the United States. Results indicated that the teacher-created blogs impacted preservice teacher reflection and refinement of the realities of the classroom, and that reading teacher accounts via blogs facilitated realistic expectations of the challenges facing novice teachers. The finding may prove useful in that utilizing blogs may be helpful in situations when courses are on-line, or do not include the recommended opportunity for practical classroom interaction (Cheng & Tang, 2008).

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Using Online Blogs to Develop Student Teachers’ Behaviour Management Approaches

Cited by 20 publications

References 32 publications

The Emotional Dimension in Becoming a Teacher

The Emotional Dimension in Becoming a Teacher

The impact of Facebook in teaching practicum: Teacher trainees perspectives

In their Own Words: Using First-Year Teacher Blogs to Prepare Preservice Educators

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