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Online reflections: the implementation of blogs in language teacher education

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Show simple item record Riordan, Elaine Riordan, Elaine 2015-03-26T09:14:36Z 2015-03-26T09:14:36Z 2013
dc.description peer-reviewed en_US
dc.description.abstract It has been pointed out that today s technologies can serve as a catalyst in their efforts to create a community of scholarship (reflection) around the practice of teaching that extends well beyond the geographic confines of any given school of education or teacher preparation institution (Gomez et al. 2008: 128). Technology thus allows teachers to interact in ways that previously were not possible, and teacher education should undoubtedly draw on such a resource. Indeed, research indicates that apposite technologies have the capacity to enhance teachers practices by promoting reflection (Pryor and Bitter 2008), and the asynchronous modes of communication in particular are reported to foster this type of metacognitive activity (Kunz et al. 2003; Preece and Moloney-Krichmar 2003; Riordan 2011). To this end, the present chapter investigates the use of blogs as reflective diaries with student teachers on an MA in English Language Teaching programme. A corpus-based discourse analysis of student teacher reflections is provided in order to delve into the possible merits such a tool may hold for the promotion of reflective practice (Schön 1991). Further analyses based on the student teachers perceptions of this online application are also included. The chapter then closes with a discussion of the pedagogical implications of such research findings for the teacher education arena. en_US
dc.language.iso eng en_US
dc.publisher Peter Lang en_US
dc.relation.ispartofseries Language, Learning and Teaching: Irish Research Perspectives, Farr, Fiona. and Moriarty, Máiréad (eds);
dc.subject language teacher education en_US
dc.subject blogs en_US
dc.subject reflective practice en_US
dc.subject corpus linguistics en_US
dc.title Online reflections: the implementation of blogs in language teacher education en_US
dc.type info:eu-repo/semantics/bookPart en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US 2013-12-11T14:40:25Z
dc.description.version Accepted
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1555450
dc.internal.copyrightchecked Yes permission for inclusion in ULIR granted by Peter Lang
dc.identifier.journaltitle Language, Learning and Teaching: Irish Research Perspectives
dc.description.status Peer reviewed

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