ABSTRACT

In this naturalistic study, we examined the reflective thinking of 39 pre-service teachers (PSTs) in an introductory curriculum, instruction, and technology course as they engaged in an online virtual learning community. Our framework considers both reflective thinking as revealed through individual posts to the community and dialogical interaction between PSTs as they comment on posts. Our research identified three themes in PST reflection: 1.) the presence of peer affirmation and support, 2.) the connection of PSTs experiences to content included in the course, and 3.) the presence of critical reflection. The study concludes that by providing provocative stimuli, meaningful content, and an interactive process for reflection, a VLC can create a space for members to move from their traditional comfort zones to a disruption of their normative beliefs about teaching, schools, and themselves.

摘要

在这项自然主义的研究中，我们研究了39名职前教师（PST）在在线虚拟学习社区中的入门课程，教学和技术课程中的反思性思维。我们的框架既考虑通过个人发布到社区的帖子所揭示的反思性思维，又考虑到PST在对帖子发表评论时的对话互动。我们的研究确定了PST反思中的三个主题：1.）同行确认和支持的存在； 2.）PST体验与课程中所包含内容的联系；以及3.）批判性反思的存在。该研究得出的结论是，通过提供挑衅性刺激，有意义的内容以及互动的反思过程，