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Web-logs as Instrument for Reflection-on-Action in Teacher Training

Web-logs as Instrument for Reflection-on-Action in Teacher Training. Iwan Wopereis Open University of the Netherlands Educational Technology Expertise Centre Sybilla Poortman Fontys University of Professional Education Department of Teacher Education. EARLI Conference 2007. 1.

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Web-logs as Instrument for Reflection-on-Action in Teacher Training

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  1. Web-logsas Instrument forReflection-on-Actionin Teacher Training Iwan WopereisOpen University of the Netherlands Educational Technology Expertise Centre Sybilla Poortman Fontys University of Professional Education Department of Teacher Education EARLI Conference 2007

  2. 1

  3. “600.000 internet users in the Netherlands keep a ‘web-based diary’ (blog)” Metro, april 2006 “World-wide 70.000.000 blogs exist; every day 120.000 new blogs ‘emerge’” Technocrati, April 2007

  4. 2

  5. Problems with reflective activity in (higher) education (Bennamar, 2005) • Procedures and instruments fall short with regard to reflection and learning to reflect • ‘Boring activity’, often postponed… • Maybe Weblogs can help to overcome some problems

  6. Overview presentation • Introduction • weblogs and reflection • Method • materials, design, procedure, analysis • Main results • reflection, interactivity, continuity reflection process • Conclusion / Discussion

  7. Weblog Conversation Consultation Registration Introduction • Weblog (success / characteristics): • Wijnia (2005) • Du & Wagner (2006; in press) • Anderson (2007) • Shoffner (2006) • Reflection / Reflection tools • Korthagen (1993, 1999) • Mansvelder-Longayroux (2007) • Benammar (2005) • Schön (1983)

  8. Introduction • Point of departure exploratory study: • Weblogs are web-based journaling tools • They resemble authentic logbooks (cf. Korthagen, 1993, 1999) • But offer new opportunities for promoting reflection

  9. Introduction For instance Since: • weblogs are instruments to make processes more explicit(registration) • weblogs do promote interactivity(consultation and conversation) • weblogs have a positive effect on motivation behavior (ownership) they may have a positive effect on (the continuity of) reflective activity

  10. Introduction Main question in this exploratory study: Are weblogs suitable instruments for reflection-on-action? Where reflection-on-action is defined as (Schön, 1987; Ertmer & Newby, 1996; Benammar, 2005): • the active process of making sense of past experiences for the purpose of orienting oneself for current and/or future thought and actions; • reconstruction or reorganisation of experience and knowledge

  11. Introduction • Did students reflect-on-action? • Did interactivity occur and did it promote the reflection process? • Did students postpone their reflective activities?

  12. Method • Subjects: 20 student teachers of two institutions: • Fontys 1: n=8; 20.4 years old • Fontys 3: n=9; 23.5 years old • VU: n=3; 31.7 years old • Using weblogs during an eight-week internship • 2 reflective writings and 2 feedback writings a week • Instructional support: workshop and teacher/coach • Three instruments for data collection

  13. RSS RSS RSS Really Simple Syndication RSS RSS Materials Docent

  14. Last 3 reflective posts

  15. RSS RSS RSS Link Link RSS RSS Link Link Link Materials Docent

  16. KLIK

  17. KLIK

  18. Links to students and teacher

  19. KLIK

  20. KLIK

  21. Feedback on reflective writings

  22. Some design aspects • Promoting reflection by promoting interaction • Promoting reflection by offering structure (writing)

  23. Results: Did the students reflect?

  24. Results: Did the students reflect? • Main competencies: interpersonal and organizational • Main topics: survival and classroom management • Developm. phase: survival • Depth of reflection: mainly describing: evaluation • Type: critical incidents, not really thematic

  25. Results: Delay

  26. Results: Delay

  27. Results: Interaction (feedback)

  28. Results: Interaction (feedback)

  29. Results: Interaction (feedback)

  30. Results: Interaction • Students give feedback, but this does hardly result in a discussion • Students do occasionally respond to comments (feedback) • Students said the feedback of peers was useful for future action

  31. Conclusions • Well implemented, weblogs have potential • They promote reflection-on-action • They promote interactivity • They promote continuity of the proces Integration with e-portpolio? (Tosh et al., 2004): yes, but…

  32. More information? iwan.wopereis@ou.nl www.reflectieblogs.info

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