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Abstract

There is a relative paucity of detailed exemplars which reflect upon the use of blogging as a tool to examine preserviceteachers’ pedagogical development and which explore the nature of their thinking about blogging inspecific disciplinary contexts. The purpose of this study was to examine pre-service teacher reflections abouttheir practice through blogging in relation to a third year Bachelor of Education unit at an Australian universityfocused upon Humanities and Social Sciences education. Blog posting proved to be an effective way ofpromoting high quality practice, thinking, and reflection in relation to some of the key issues that the unitcontent sought to emphasise about Humanities and Social Sciences education. The pre-service teachers’reflections on the positive features of blog posting picked up on the value of collaborative learning, the benefitsfor their own learning of responding to others, and the value of receiving specific feedback on how to improvetheir work. They also pointed to how they saw blogging as a resource for their future professional practice andas an outlet for creativity and thinking about the affective dimensions of assessment feedback.

Item Type:	Article
Authors/Creators:	Brett, P
Keywords:	Blogging; Teacher education; Humanities and Social Sciences education
Journal or Publication Title:	The Online Journal of Distance Education and e-Learning
Publisher:	Online Journal of Distance Education and e-Learning
ISSN:	2147-6454
Copyright Information:	Copyright 2017 The Online Journal of Distance Education and e-Learning
Related URLs:	Google Scholar: Brett, P UTAS Profile: Brett, P
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