Written Online Reflections as a Meeting Place in Student Teaching: A Possibility or a Dream?

• In Event: Improving Preservice Teachers’ Reflective and Evaluative Feedback Mechanisms

Abstract

In Norway great efforts have been made to develop teacher education as a collaborative community with coherent connections across the two learning arenas. Still recent studies show that student teachers find it difficult to bring together what is learned into a reflective practice. This paper presents findings from an intervention study which aims to activate and develop student teachers’ pedagogical content knowledge in pupils’ writing close to the act of teaching through daily written online triadic dialogs. The lecturers’ increased involvement in student teaching is highly appreciated, but an alarming tendency of some triad members’ withdrawal from the dialog is registered. In this paper we discuss the reasons for this informed by interviews with student teachers and mentors.

Authors

• Vivi Nilssen, Sør-Trøndelag University College

• Torunn Klemp, Sør-Trøndelag University College