ABSTRACT The aim of this study is to examine the affordances of images to prompt reflective processes of preservice teachers writing in a digital environment. The study was conducted over three academic years and a total of 180 preservice teachers were asked to write a blog post to reflect on how they learn to write and their approach on teaching children how to write. This study analyses the type of images used in the blog posts and the logico-semantic relationships between the images and the written text. The core data were gathered from the preservice teachers’ blog posts, and then triangulated with the individual written reflections and with the group recordings analysing their respective posts. The results indicate that the blog posts in which preservice teachers use images either connected to personal experiences or with a metaphorical effect, the image-text relation enhances their reflections; whereas the most neutral images that illustrate the act of writing give no added value to their reflections. The discussion addresses the issues on how to help preservice teachers to use images in digital writing in a meaningful way that can deepen their reflective processes.

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数字反思写作中的图像能力：对职前教师博客文章的分析

摘要本研究的目的是检查图像的承受能力，以促进在数字环境中写作的职前教师的反思过程。这项研究历时三个学年，总共邀请了180名职前教师写一篇博客文章，以反思他们如何学习写作以及他们教孩子如何写作的方法。这项研究分析了博客帖子中使用的图像类型以及图像与书面文本之间的逻辑语义关系。核心数据是从职前教师的博客帖子中收集的，然后与个人的书面反思以及与集体录音一起分析各自帖子的内容进行了三角剖分。结果表明，在博客文章中，职前教师使用与个人经历相关的图像或具有隐喻效果的图像，图像与文本之间的关系增强了他们的反思。而最能说明写作行为的中性图像则对其反射没有任何附加价值。讨论解决了有关如何帮助职前教师以有意义的方式来加深他们的反思过程的方式在数字写作中使用图像的问题。