Educational affordances of blogs in preservice teacher education

Abstract

This study has investigated the role of blogs in supporting learning communities among student teachers. Taking a qualitative approach, this study situates two groups of student teachers while they became geographically dispersed during field experiences. At the heart of this inquiry is the research question: To what extent can blogs support self-expression, self-reflection, social interaction, and reflective dialogue in communities of student teachers? The study is conducted over a period of more than a year, with questionnaires, interviews, and content analysis of online contents as the main instruments of data collection and analysis.