Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning |
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Authors: | Pamela Weatherly Carter |
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Institution: | School of Education: Department of Specialized Education Services, University of North Carolina at Greensboro, Greensboro, NC, USA |
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Abstract: | In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective e-journaling between the first author and undergraduate preservice teachers impacted the classroom decision-making as well as the transformative learning of these preservice teachers involved in a special education field-based experience in US schools. Performance feedback was given by the first author as part of the teacher preparation supports already in place for the field-based experience. Study findings revealed that dialogic e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and instigated a positive personal transformation in them as teachers. |
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Keywords: | Teacher attrition special education preservice teachers reflective teacher education e-journaling |
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