Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program

Jul. 01, 2014

Source: Journal of Technology and Teacher Education Volume 22, No. 3, July 2014, p. 361-395

This article is intended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education.
This appraisal was conducted by looking at the activity and the experiences of the pre-service teachers, and the role that blogging played in their interactions and growth as pedagogues.

The investigation occurs in a structured community.
It takes into consideration interactions among community members as they reflect on their own experiences and respond to the blogs of other pre-service teachers (PSTs) during a science methods course.

The project reveals that blogging can be a useful as a tool in pre-service education because the practices and thought processes of PSTs are revealed and shared beyond face-to-face interactions.
Development was mitigated by how PSTs processed new experiences, the trust and interaction that occurred between the participants, and the gradual acceptance of blogging as a beneficial academic practice.

Updated: Feb. 17, 2015