The Role of Online Interaction as Support for Reflective Practice in Preservice Teachers

The Role of Online Interaction as Support for Reflective Practice in Preservice Teachers

• Simon Collin, Université du Québec à Montréal, Canada

• Thierry Karsenti, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2012.175

Résumé

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.

Abstract

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.