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Reflective On-Line Discourse for Pre-Service Teachers
Abstract
More and more, evidence suggests that the competent teacher is one who, through reflective practices, becomes thoughtful, clear in beliefs and actions based on these beliefs, and self-initiating (Wasserman, 2009). However, because the teaching profession is sometimes one of isolation and disconnectedness (Sparks & Hirsh, 1997; Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004), teachers may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily do so at their own relative convenience. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.
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