Weblogs as instruments for reflection on action in teacher education

Abstract

This study examined the use of weblogs as a means to promote student teachers’ reflective practice. The assumption that weblogs are suitable tools for supporting and stimulating reflection on action in teacher training and consequently for enhancing the students’ ability to reflect, was explored. Three groups of student teachers used weblogs during an eight-week internship for reflection on teaching practice. Students were asked (a) to reflect on their own teaching experiences and (b) to provide peer feedback. Analyses of the student contributions show that weblogs are useful for reflection on critical incidents in the classroom and that they can stimulate interconnectivity in groups of students. Unfortunately weblogs do no incite deep reflection or spiral reflection. This can only be the result of explicit reflection instruction. This exploratory study further shows that large-scale quantitative research is needed to back up the premise that weblogs are suitable tools for reflection.