ERIC Number: EJ1132202
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 66
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.
Descriptors: Student Journals, Electronic Journals, Preservice Teacher Education, Student Teachers, Internship Programs, Reflection, Self Efficacy, Stress Variables, Stress Management, Emotional Response, Problem Solving, Writing Assignments, Peer Evaluation, Feedback (Response), Experimental Groups, Control Groups, Comparative Analysis, Hierarchical Linear Modeling, Hypothesis Testing, Elementary Education, Randomized Controlled Trials, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Switzerland