Microteaching has been widely accepted as one of the most important methods for providing on-campus clinical experiences to pre-service teachers (Amobi, 2005), while reflective practice is one of the important processes in pre-service teachers' microteaching. The communication among pre-service teachers, their supervisor and peers are the core of the process (Dewey, 1933; Schön, 1987; Shulman, 1987). On the one hand, the previous studies (e.g., Wepner, 1997) indicated that the traditional online communication tools, such as e-mails and e-journals, helped pre-service teachers conduct better reflective practice in microteaching compared with paper-based communication tools. However, these previous studies only focused on pre-service teachers' reflection-on-action (reflection after practice) and, sometimes, reflection-for-action (reflection before practice), while ignoring their reflection-in-action (reflection during practice) in microteaching. On the other hand, the recent research literature indicated that microblog, as a comparatively new online communication tool, had significantly positive impacts on education, including pre-service teachers' general reflective practice (Wright, 2010). However, none of the existing studies examined whether and how microblog has impacts on pre-service teachers' three types of reflective practice in microteaching, especially in a specific sociocultural context. Therefore, in order to fill the above research gap, this study uses a case study approach to explore Chinese K-12 pre-service teachers' experiences of using microblog to integrate the three types of reflective practice in microteaching. The contributions of this study are two-folded. On the one hand, from the theoretical perspective, after reviewing the research literature regarding pre-service teachers' technology-enhanced reflective practice in microteaching, this study calls the attention of reforming the existing pre-service teachers' reflective practice to integrate the three types of reflective practice. This recommendation provides a new direction for future studies related to pre-service teachers' technology-enhanced reflective practice in microteaching. On the other hand, from the practical perspective, this study examines how Chinese K-12 pre-service teachers used microblog to integrate the three types of reflective practice in microteaching. The findings from this case study present the empirical evidences regarding whether and how pre-service teachers use technologies to integrate the three types of reflective practices in microteaching in a specific sociocultural context. These evidences offer the valuable reference for future eLearning tool development and technology-enhanced microteaching course design.
University of Minnesota Ph.D. dissertation. June 2014. Major: Education, Curriculum and Instruction. Advisor: Aaron H. Doering. 1 computer file (PDF); x, 281 pages
When microblog meets microteaching: a case study of Chinese K-12 Pre-service teachers' experiences of Using microblog in their reflective practice in microteaching.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.