Learning in the practicum: engaging pre-service teachers in reflective practice in the online space
Abstract
It is argued that online discussion is a useful tool for creating opportunities for learning in teacher education. In a project designed to improve the practicum in rural areas, researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. Findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format. Using Kreber and Cranton’s hierarchy of reflection, analyses of both forums found that PSTs rarely engaged in high-level reflection. Examination of lecturer involvement in the forums suggests that their contributions did not sufficiently encourage PSTs towards optimum critical reflection. These results leave the researchers considering ways in which the practicum experience can better promote reflective practice in this crucial, component of teacher education.
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The connectedness of participants, their affective and effective responses to one another, and their interactions through sharing their ideas enhanced a social presence.
“The connectedness of participants, their affective and effective responses to one another, and their interactions through sharing their ideas enhanced a social presence (Jones and Ryan 2014).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Jones and Ryan 2014
Both structured and unstructured formats of participation provided opportunities to reflect on key matters related to teaching practice; however, participants did not engage in critical reflection on their practice but developed learning by sharing experiences relevant to their specific practice-based situations.
“Both structured and unstructured formats of participation provided opportunities to reflect on key matters related to teaching practice; however, in doing so, Jones and Ryan (2014) showed that participants did not engage in critical reflection on their practice but developed learning by sharing experiences relevant to their specific practice-based situations.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Jones and Ryan 2014
Cites
Effective Reflective Practice: In Search of Meaning in Learning about Teaching
Loughran, J. J. (2002) · Journal of Teacher Education · doi:10.1177/0022487102053001004 · Cited by 1,231 · see citing works
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COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
Meyer, A., Kleinknecht, M., & Richter, D. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104805 · Cited by 76 · see citing works
How can universities ensure quality of practice in initial teacher education?
Wiese, E., Hatlevik, I. K. R., & Daza, V. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104462 · Cited by 30 · see citing works
- Authors
- Jones, M., & Ryan, J.
- Affiliations
- Australian Catholic University (AU)
- Corresponding author
- Jones, Mellita
- ORCID
- Jones, Mellita
- Venue
- Asia-Pacific Journal of Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2014-03-26
- Volume
- 42
- Issue
- 2
- Pages
- 132-146
- ISSN
- 1359-866X (ISSN-L)
- 1469-2945
- OpenAlex
- W1975541970
- Cited by
- 84
- References
- 1
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 6 · 2023: 9 · 2022: 7 · 2021: 9 · 2020: 13 · 2019: 12 · 2018: 7 · 2017: 7 · 2016: 5 · 2015: 3 · 2014: 1
- FWCI
- 27.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Asia-Pacific Journal of Teacher Education (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Funders
- Australian Catholic University
- La Trobe University
- University of Melbourne
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- pre-service teachers, reflective practice, teacher practicum, online forums, blogs, threaded discussions, critical reflection, rural teacher training, online learning
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