Search results for: Andersen Lori

The current study examined whether blogging could be an effective vehicle to support preservice teacher critical reflection. The participants were 10 preservice teachers enrolled in a science teacher methods course at a public university in the southeastern United States. The findings reveal that thirty-nine percent of blog entries were at the non-reflection or understanding levels, and 61% of the blog entries were at the reflection or critical reflection levels. Furthermore, thirty-one percent of the reflections made about observations of the cooperating teacher were at understanding level.