Private blog reflections connecting course content with field experiences: Preservice teachers grapple with teacher identity

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Article examining teacher preparation programs ability to help preservice teachers connect educational theory with teaching practice. This article systematically reflects on written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course.

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25 p.

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Eutsler, Lauren & Curcio, Rachele March 26, 2019.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by the UNT College of Education to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 39 times. More information about this article can be viewed below.

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UNT College of Education

The UNT College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development. Programs in the college prepare teachers, leaders, physical activity and health specialists, educational researchers, recreational leaders, child development and family studies specialists, doctoral faculty, counselors, and special and gifted education teachers and leaders.

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Article examining teacher preparation programs ability to help preservice teachers connect educational theory with teaching practice. This article systematically reflects on written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course.

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25 p.

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Abstract: A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.

This is a preprint version of the article published by Taylor & Francis in Reflective Practice on March 26 2019, available online: http://www.tandfonline.com/10.1080/14623943.2019.1586663. The final published version has been peer reviewed, but this version has not.

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  • Reflective Practice, 20(2), Taylor & Francis, March 26 2019, p. 250-265

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  • Publication Title: Reflective Practice
  • Volume: 20
  • Issue: 2
  • Page Start: 250
  • Page End: 265

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  • March 26, 2019

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  • Dec. 6, 2021, 8:08 a.m.

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  • Dec. 9, 2021, 11:29 a.m.

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Eutsler, Lauren & Curcio, Rachele. Private blog reflections connecting course content with field experiences: Preservice teachers grapple with teacher identity, article, March 26, 2019; (https://digital.library.unt.edu/ark:/67531/metadc1863632/: accessed October 7, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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