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ERIC Number: EJ1111602
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1535-0517
EISSN: N/A
Beyond "Empty Verbalism": How Teacher Candidates Benefit from Blogging about a Tutoring Practicum
Howard, Kathryn
CATESOL Journal, v27 n2 p129-156 2015
TESOL programs and courses around the world are increasingly offered partly or wholly online. Online instruction offers both new affordances and distinct challenges for effective instruction, particularly when it comes to supervising fieldwork. This article compares 2 distinct online formats for student reflections on their tutoring experiences in the practicum component of a course on teaching second language reading. In particular, the article examines how 2 different reflection formats afforded qualitatively distinct student reflections on how they modified their understandings of learning, learners, teaching, and the contexts of learning through (a) interacting with their tutee, (b) implementing new instructional practices, and (c) interacting with their peers about their tutorial. Findings are discussed in terms of the affordances and challenges provided by distinct ways of configuring the online reflection for these field experiences, comparing student work in blogs, discussion boards, and reports submitted individually to the instructor.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A