Psychosocial and Cognitive Dimensions of the ‘Self’ within Pre-service Teachers’ Reflective Blogs
Abstract: This study provides support for the importance of addressing Deng & Yuen’s (2011) three blogging behaviors (write, read, and comment) as well as the psychosocial and cognitive dimensions that participants explore as they authentically represent the ‘self’. Participants include 23 preservice teachers from different content areas enrolled in an undergraduate field-based education course at a large southwestern university. Within the context of preservice teacher education and field-based experiences, these findings indicate that the use of reflective blogs can support the development of a community of practice that can transcend space by extending beyond the walls of the classroom and possibly transcend time by extending beyond graduation.
Presider: Jennifer Lock, University of Calgary