Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

Sarah A Al-Ajmi

doi:10.5539/ells.v6n2p15

Abstract

A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.

Highlights

The pre-service teacher education is a crucial component of the lifelong process of the teachers’ professional development
With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs
The first research question was “How effective is weblog usage in stimulating reflective practice of student teachers?” and it sought to examine the effectiveness of weblogs in stimulating reflective practice among student teachers

Summary

Introduction

The pre-service teacher education is a crucial component of the lifelong process of the teachers’ professional development This vital part of the teachers’ training equips prospective teachers with the necessary subject knowledge and professional skills, as well as attitudes to effective teaching (Brook, Cock, Lim, & Lock, 2009). Teaching practice has a leading position in the teacher educational program. Such a process usually takes place at the end of the teacher preparation stage. Practicum has been a compulsory component within the pre-service English as a foreign language (EFL) teacher education programs since it provides an opportunity to practice teaching skills in authentic situations (Dove & Honigsfeld, 2012). For the period of teaching practice, working with student teachers in an academic institution requires an advanced level of active participation (Garther & Lipsky, 1998)

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Conclusion