Show simple item record

dc.contributor.authorKrutka, Daniel G.
dc.contributor.authorBergman, Daniel J.
dc.contributor.authorFlores, Raymond
dc.contributor.authorCramer, Katherine Mason
dc.contributor.authorJack, Ashlie R.
dc.identifier.citationKrutka, Daniel G.; Bergman, Danny; Flores, Raymond; Mason, Katie; Jack, Ashlie R.. 2014. Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, Vol. 40, May 2014:ppg. 83–93en_US
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractReflection is a cornerstone of most teacher education programs, but common practices have long been individualistic and this has become increasingly evident in an era when young people are participating in online cultures more than ever. Informal participation in digital affinity spaces could provide insights for more formal learning environments. We encouraged collaborative reflection among 77 middle/secondary pre-service teachers using the closed social networking site Edmodo. While there were obstacles and ambiguities, findings indicated that our pre-service teachers found the site highly usable, appreciated the choice and influence afforded them through the medium, and grew as teacher-candidates from peer-to-peer interactions. (C) 2014 Elsevier Ltd. All rights reserved.en_US
dc.publisherElsevier Ltden_US
dc.relation.ispartofseriesTeaching and Teacher Education;v.40:, May 2014:ppg.83–93
dc.subjectReflective practiceen_US
dc.subjectCollaborative reflectionen_US
dc.subjectSocial mediaen_US
dc.subjectParticipatory culturesen_US
dc.subjectTeacher educationen_US
dc.titleMicroblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachersen_US

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record