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Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers
ARTICLE

, Texas Woman’s University, United States ; , Wichita State University, United States ; , Texas Tech University, United States ; , , Wichita State University, United States

TATE Volume 40, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Reflection is a cornerstone of most teacher education programs, but common practices have long been individualistic and this has become increasingly evident in an era when young people are participating in online cultures more than ever. Informal participation in digital affinity spaces could provide insights for more formal learning environments. We encouraged collaborative reflection among 77 middle/secondary pre-service teachers using the closed social networking site Edmodo. While there were obstacles and ambiguities, findings indicated that our pre-service teachers found the site highly usable, appreciated the choice and influence afforded them through the medium, and grew as teacher-candidates from peer-to-peer interactions.

Citation

Krutka, D.G., Bergman, D.J., Flores, R., Mason, K. & Jack, A.R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 40(1), 83-93. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.02.002

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