Private Blog Reflections Connecting Course Content With Field Experiences: Preservice Teachers Grapple with Teacher Identity
Document Type
Article
Publication Date
2019
Abstract
A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.
Publication Title
Reflective Practice
Volume
20
Issue
2
First Page
250
Last Page
265
Digital Object Identifier (DOI)
10.1080/14623943.2019.1586663
Citation Information
Eutsler, L. & Curcio, R. (2019). Private blog reflections connecting course content with field experiences: Preservice teachers grapple with teacher identity. Reflective Practice. DOI: 10.1080/14623943.2019.1586663
Rights Statement
