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Types of Online Scaffolds Provided by a Teacher Educator in a Communal Blog for Supporting Pre-Service Teachers' Reflective Practice: A Case Study

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Title: Types of Online Scaffolds Provided by a Teacher Educator in a Communal Blog for Supporting Pre-Service Teachers' Reflective Practice: A Case Study
Language: English
Authors: Biberman-Shalev, Liat, Korem, Anat, Ram, Drorit
Source: Teacher Education Advancement Network Journal. 2022 14(1):61-75.
Availability: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Educators, Electronic Publishing, Web Sites, Scaffolding (Teaching Technique), Reflection, Feedback (Response), Psychological Patterns, Peer Teaching, Metacognition, Language Usage, Journal Writing, Elementary School Teachers
ISSN: 2054-5266
Abstract: Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all partners equally develop professionally. The current study focused on the role of the teacher educator in promoting reflective practice by providing online scaffolds in a communal blog. In a qualitative research design that is based on a case study approach, two hundred and four teacher educators' blog comments were collected throughout an academic year and were analyzed. Five major types of online scaffolds within the teacher educator comments were identified: (1) positive feedback; (2) expressing emotions; (3) peer teaching; (4) meta-cognition; and (5) developing a professional language. It can be concluded that shifting from a traditional platform of individual feedback to a more communal online platform is not automatically linked to a model of a community of practice. As long as the hierarchical positioning of teacher educators compared to pre-service teachers is preserved by codes of academic status and grades the teacher educator's scaffolds would continue to reflect a traditional model rather than the construction of a genuine academic community of practice.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1361545
Database: ERIC
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  Data: Types of Online Scaffolds Provided by a Teacher Educator in a Communal Blog for Supporting Pre-Service Teachers' Reflective Practice: A Case Study
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  Data: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
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  Data: Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all partners equally develop professionally. The current study focused on the role of the teacher educator in promoting reflective practice by providing online scaffolds in a communal blog. In a qualitative research design that is based on a case study approach, two hundred and four teacher educators' blog comments were collected throughout an academic year and were analyzed. Five major types of online scaffolds within the teacher educator comments were identified: (1) positive feedback; (2) expressing emotions; (3) peer teaching; (4) meta-cognition; and (5) developing a professional language. It can be concluded that shifting from a traditional platform of individual feedback to a more communal online platform is not automatically linked to a model of a community of practice. As long as the hierarchical positioning of teacher educators compared to pre-service teachers is preserved by codes of academic status and grades the teacher educator's scaffolds would continue to reflect a traditional model rather than the construction of a genuine academic community of practice.
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      – Text: English
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Electronic Publishing
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Reflection
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Elementary School Teachers
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      – TitleFull: Types of Online Scaffolds Provided by a Teacher Educator in a Communal Blog for Supporting Pre-Service Teachers' Reflective Practice: A Case Study
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