Trainee teachers use of blogs as private reflections for professional development Export

@article{citeulike:5831092, abstract = {A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper-based diaries. An action research case study, involving focus groups of post-graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper-based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education.}, author = {Hramiak, Alison and Boulton, Helen and Irwin, Brian}, citeulike-article-id = {5831092}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/17439880903141521}, doi = {10.1080/17439880903141521}, journal = {Learning, Media and Technology}, keywords = {blogging, blogs}, number = {3}, pages = {259--269}, posted-at = {2009-09-23 14:25:56}, priority = {2}, publisher = {Routledge}, title = {Trainee teachers use of blogs as private reflections for professional development}, url = {http://dx.doi.org/10.1080/17439880903141521}, volume = {34}, year = {2009} }

TY - JOUR ID - citeulike:5831092 L3 - citeulike-article-id:5831092 N2 - A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective paper-based diaries. An action research case study, involving focus groups of post-graduate (secondary) trainee teachers (one group from each University) was undertaken to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The findings indicate that the use of blogs by the trainee teachers had a positive impact overall, and provide concrete evidence of their development as emerging professional teachers. Unlike traditional paper-based systems, blogs provided ongoing opportunities for the tutor to assist the trainees in their development as reflective practitioners. This paper seeks to share the findings of this research which the authors believe could be applicable to other areas of Higher Education. IS - 3 JF - Learning, Media and Technology EP - 269 TI - Trainee teachers use of blogs as private reflections for professional development PB - Routledge VL - 34 SP - 259 KW - blogging KW - blogs AU - Hramiak, Alison AU - Boulton, Helen AU - Irwin, Brian PY - 2009/// UR - http://dx.doi.org/10.1080/17439880903141521 ER -