The Role of Online Interaction as Support for Reflective Practice in Preservice Teachers
Simon Collin, UQUAM, Canada
Thierry Karsenti, Université de Montréal, Canada
This study investigated how online interaction supports reflective practice in preservice teachers through a mailing list. Three groups of preservice teachers in the fourth year of a teacher training program (N=34) were studied using a mixed methods approach: individual and group interviews and an online questionnaire. Results indicate that online interaction plays a secondary supportive role for reflective practice in preservice teachers. However, preservice teachers who got involved in online interaction showed evidence of several functions of reflective thinking and overall reflection on quality. Online interaction also appears to exercise the equally beneficial social and psychoemotional functions. It therefore plays a secondary but positive role in supporting reflective practice in preservice teachers.
Pour citer cet article
Collin, S. et Karsenti, T. (2012). The Role of Online Interaction as Support for Reflective Practice in Preservice Teachers. Formation et profession, 20(2), 64. http://dx.doi.org/10.18162/fp.2012.175