Facilitating PETE Students' Reflection Through Interactive Online Journal Writing

Purpose

There is a general consensus that teacher educators need to help preservice teachers become “reflective practitioners” (Schon, 1983) due to the complex and context-specific nature of education (Borko & Putnam, 1996; Calderhead, 1996). In the physical education teacher education area, various practical efforts (Banville & Rikard, 2001; Langley & Senne, 1997; Lorson, Goodway, & Hovatter, 2007) and research endeavors (Byra, 1996; Tsangaridou & O'Sullivan, 1994) have been made to facilitate teacher candidates' reflection. Among these efforts and endeavors, journal writing has been a widely accepted approach (Black, Sileo, & Prater, 2000). However, traditional journal writing has been criticized because it promotes a mentality that journal writing is a personal process rather than an interactive communication (Putnam & Borko, 2000). With the advancement in technology, online learning and computer-mediated communication which offers communication among multiple students can be an effective tool for reflective practice (Harasim, 1990).

The purpose of this study was to examine reflections of physical education teacher candidates who engaged in interactive online journal writing during their 30 hours of pre-student teaching field experience. Specific questions that guided this study were: (a) How do teacher candidates perceive the impact of interactive online journal writing on their reflection? (b) What are the content and roles of teacher candidates' reflection during their field experience?

Methods

Four participants were selected from a pool of students who were enrolled in pre-student teaching field experience. Participants were asked to select a journal partner to form reflection dyads, write journal entries, and provide responses to the partner's journal. The journal entries and responses were posted on the “Discussion Board” on WebCT. Data were collected from transcripts of interactive journals, interviews with teacher candidates, observations of teaching, and document analysis of lesson plans.

Analysis/Results

Data were analyzed inductively (Patton, 1990), and the trustworthiness of data was ensured by data source triangulation, peer debriefing, and member check interviews (Lincoln & Guba, 1985).

Participants reported that the interactive online journaling facilitated their reflection in terms of: (a) sharing each other's context for additional reflection, (b) obtaining a critical friend who asks in-depth questions, (c) providing additional ideas and suggestions, and (d) providing confidence and social support. Participants' reflections were centered on: (a) school context, (b) content/PCK, (c) instructional behaviors, (d) student learning, and (e) social issues.

Conclusions

Participants reported that the reflective journaling helped them connect their educational context with practice, evaluate their practice, and implement changes for their future practice.