Header

UZH-Logo

Maintenance Infos

Weblogs in teacher education internships: promoting reflection and self-efficacy while reducing stress?


Petko, Dominik; Egger, Nives; Cantieni, Andrea (2017). Weblogs in teacher education internships: promoting reflection and self-efficacy while reducing stress? Journal of Digital Learning in Teacher Education, 33(2):78-87.

Abstract

The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b) with or without peer feedback during a 4-week teaching practice on a daily basis. The control group wrote a final reflection paper instead of blogging. Multilevel linear modeling of longitudinal questionnaire data shows that students with problem-focused weblog writing assignments show a stronger development of self-efficacy during the internship than the other groups, especially when combined with peer feedback on blog postings. Groups do not differ with regard to stress levels and ability for reflection.

Abstract

The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b) with or without peer feedback during a 4-week teaching practice on a daily basis. The control group wrote a final reflection paper instead of blogging. Multilevel linear modeling of longitudinal questionnaire data shows that students with problem-focused weblog writing assignments show a stronger development of self-efficacy during the internship than the other groups, especially when combined with peer feedback on blog postings. Groups do not differ with regard to stress levels and ability for reflection.

Statistics

Citations

Dimensions.ai Metrics

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:3 April 2017
Deposited On:10 Apr 2019 15:24
Last Modified:25 Sep 2019 00:32
Publisher:Taylor & Francis
ISSN:2332-7383
OA Status:Closed
Publisher DOI:https://doi.org/10.1080/21532974.2017.1280434

Download

Full text not available from this repository.
View at publisher

Get full-text in a library