Supporting Early Childhood Student Teachers’ Reflective Practice: The Influence of Technology

• In Event: Media and Technology in Early Childhood

Abstract

This study examined how the integration of technology influenced early childhood education student teachers’ reflective practice. Initial certification early childhood graduate students (N=28) at an urban, public university completed pre- and post-surveys, online discussion postings, reflective journal entries, and a videotaped teaching demonstration. Students’ written assignments were coded and analyzed for evidence of reflective teaching beliefs and practices. Results highlighted student teachers’ positive reflective teaching orientation and how their notions of reflective teaching were reinforced and broadened throughout the semester through the use of video and online discussion. These findings provide valuable information about how technology embedded within student teaching experiences can promote reflection, along with future directions for investigations of reflective teaching in early childhood teacher preparation programs.

Author

• Abigail M. Jewkes, East Carolina University