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ERIC Number: EJ1132202
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2153-2974
Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?
Petko, Dominik; Egger, Nives; Cantieni, Andrea
Journal of Digital Learning in Teacher Education, v33 n2 p78-87 2017
The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b) with or without peer feedback during a 4-week teaching practice on a daily basis. The control group wrote a final reflection paper instead of blogging. Multilevel linear modeling of longitudinal questionnaire data shows that students with problem-focused weblog writing assignments show a stronger development of self-efficacy during the internship than the other groups, especially when combined with peer feedback on blog postings. Groups do not differ with regard to stress levels and ability for reflection.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A