Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique
Jones Gorham, Jennifer
Justice, Julie Ellison
Anderson, Janice L.
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One of the goals of successful teacher preparation is to develop professionals who are cognizant of their own backgrounds and who critically reflect on those experiences for future practice (Darling-Hammond, 2006). Overall, this study seeks to explore the ways in which blogging provides a space for reflection, interaction, and development of teacher practice within a teacher education program. Building upon the previous work with in-service teachers of Luehmann (2008), we examined preservice teacher (PST) participation in an online community of practice where teacher candidates, over the course of their elementary education program, reflect on their own educational backgrounds and mediate those ideas with course readings and exposure to a variety of pedagogical practices. Preservice teachers took these various components and spoke in terms of either mixing past experience and present exposure, retaining the qualities of each, or of deconstructing their prior experience as they assembled plans for the future. For this article, we focused on the autobiographical experiences of the PSTs to answer the following research questions: How does autobiographical reflection through blogging provide a space for students to recognize their apprenticeship of observation? And: In what ways do PSTs negotiate these apprenticeships of observation?