Linking Preservice Teachers During the Practicum: Can Online Discussion Enhance Their Professional Knowledge?

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

Abstract

The purpose of this study was to investigate the value of engaging in online discussions during practicum to build pre-service teachers' professional expertise in the crucial skill of reflective practice. Using Kreber and Canton's (2000) hierarchy of content, process and premise level reflection, the study analyzed online discourse among pre-service teachers and their lecturers. The study found that pre-service teachers often engaged in describing experiences and analyzing their pedagogical implications and less frequently in the desired premise level reflection where they linked their experience to theoretical ideas. Lecturer input was not found to develop pre-service teachers’ reflective practice. Findings point to the need for teacher educators to model and teach reflective practice for it to flourish in the online space.

Authors

• Josephine Mary Ryan, Australian Catholic University

• Mellita Jones, Australian Catholic University Ballarat