You are here:

Reflection in a social space: Can blogging support reflective practice for beginning teachers?
ARTICLE

,

TTEAIJRS Volume 26, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated with newly qualified teachers (NQTs). Mixed methods were used to investigate participants' use of an electronic personal reflective diary. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue. The findings of this study are of interest in that they provide indicators that concern the broader area of collaboration within professional development.

Citation

Killeavy, M. & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers?. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 1070-1076. Elsevier Ltd. Retrieved February 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 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.2009.11.002

Keywords

View References & Citations Map

Cited By

  1. New Teacher Academies: Building Digital Teacher Induction through Blogs and Social Media

    Amanda Hurlbut, Sarah McMahan, Rebecca Fredrickson & Karen Dunlap, Texas Woman's University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2274–2279

  2. The Power of Blogging for Teachers’ Professional Growth: Three Cases of Blogging in Teacher Education

    Tina Chaseley, Northern Arizona University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2288–2295

  3. Blogging the Field: An Emergent Continuum for Urban Teacher Development

    Vanessa Domine, Montclair State University, United States

    Journal of Technology and Teacher Education Vol. 20, No. 4 (October 2012) pp. 387–414

  4. Using group blog to promote reflective thinking in a faculty development program

    Shenghua Zha, Andrea Adams & Joshua Mathews-Ailsworth, James Madison University, United States

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2550–2554

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.