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Using Blogging in Support of Teacher Professional Identity Development: A Case Study
ARTICLE

Journal of the Learning Sciences Volume 17, Number 3, ISSN 1050-8406

Abstract

This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle,” an urban middle school science teacher and exceptional blogger, to support her professional identity development. The 316 posts she wrote over 1 school year were systematically analyzed and triangulated with data from e-mail exchanges and interviews with Ms. Frizzle and her colleagues. Ms. Frizzle used her blog to tell stories of herself and her classroom, reflect on her practice, work through dilemmas, solicit feedback, and display competence, among other things. By doing so, she was able to wrestle with many issues that are central to the practice of urban science teaching and be recognized by herself and others as a “reform-minded” teacher committed to excellence and equity in education. To realize these benefits, however, Ms. Frizzle invested significant time and energy into her blogging and made certain uses of blogging features. Thus, although this study empirically supports the potential of blogging for teachers' professional identity development, it also indicates that the way in which teachers use blogging will determine the extent of the benefits they can derive from this practice. (Contains 5 tables.)

Citation

Luehmann, A.L. (2008). Using Blogging in Support of Teacher Professional Identity Development: A Case Study. Journal of the Learning Sciences, 17(3), 287-337. Retrieved February 16, 2019 from .

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Cited By

  1. Teacher to Teacher: An Investigation into Teacher-Generated Online Professional Development

    Luke Rodesiler, Indiana University-Purdue University Fort Wayne, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 49–54

  2. Research Highlights in Technology and Teacher Education 2014

    Leping Liu, University of Nevada, Reno, United States; David Gibson, simSchool & SITE, United States

    (2014) pp. 1–140

  3. Weaving Contexts of Participation Online: The Digital Tapestry of Secondary English Teachers

    Luke Rodesiler, University of South Florida, United States

    Contemporary Issues in Technology and Teacher Education Vol. 14, No. 2 (June 2014) pp. 72–100

  4. Psychosocial and Cognitive Dimensions of the ‘Self’ within Pre-service Teachers’ Reflective Blogs

    Shaunna Smith & Ruben Garza, Texas State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 460–469

  5. The nature of conversation in online community environments for science teachers

    Rebecca Schneider & Jinxin Dai, University of Toledo, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4136–4141

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