The online space: developing strong pedagogy for online reflective practice

Book chapter

Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer. https://doi.org/10.1007/978-981-10-3431-2
AuthorsJones, Mellita and Ryan, Josephine
EditorsR. Brandenburg, K. Glasswell and M. Jones and J. Ryan
Abstract

This chapter will investigate the complexities of designing an optimum online learning environment in which pre-service teachers can reflect on their practicum teaching experiences and come to critical understandings about their practice. It charts the pedagogical journey of two teacher educators engaged in a series of teaching initiatives implemented with a view to fostering critical reflective practice in pre-service teachers during the potentially isolating practicum component of their course. To counter this isolation, online forums were established to promote critical reflection among pre-service teachers, and lecturers monitored the impact of the pedagogical choices. Findings point to the need for teacher educators engaged in promoting online discussion with pre-service teachers during practicum to maintain a delicate balance between addressing pre-service teachers’ social and cognitive needs.

Page range205 - 222
Year2017
Book titleReflective theory and practice in teacher education
PublisherSpringer
Place of publicationSingapore
ISBN9789811034299
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-3431-2
Research GroupSchool of Education
Publisher's version
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Controlled
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