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ERIC Number: EJ996651
Record Type: Journal
Publication Date: 2012-Oct
Pages: 28
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1059-7069
Blogging the Field: An Emergent Continuum for Urban Teacher Development
Domine, Vanessa
Journal of Technology and Teacher Education, v20 n4 p387-414 Oct 2012
Preparing teachers to work in urban settings poses unique challenges, as urban communities are complex and require systemic understanding of students and their families, culture, and community. Pre-service teachers often harbor misconceptions about what it means to work in urban settings and many bring to their teacher education program minimal first hand experience. The purpose of this qualitative study was to understand pre-service teachers' use of online journaling (or blogging) to contextualize, question, construct and transform their understanding of their initial field experience within an urban school setting. The study used critical discourse analysis to study 31 undergraduate students' blogs in an introductory course prerequisite to entering an initial teacher certification program. The findings suggest transformative shifts in the areas of developing confidence and observation skills, understanding the complexity of schools, developing concern for others, promoting democratic ideals and becoming a professional. (Contains 2 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A