Examining Malaysian teachers’ online blogs for reflective practices

towards teacher professional development

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing professionally. This paper examined the extent to which participation and reflection occurred in the blogs and how effective they were in building a community of practice that would lead to professional development. This objective was accomplished by analysing blog entries for evidence of participation and reflections and subsequently analysing the blogs to gain a clearer idea of the constraints that the teachers faced in blogging. The findings demonstrate that using blogs generated reflective practices to a certain extent in allowing teachers to express their thoughts, share their doubts and struggles in teaching, and manage learners. However, it is not possible to conclude that blogging contributed to teachers’ professional development.

Original languageEnglish
JournalLanguage and Education
DOIs
Publication statusAccepted/In press - 1 Jul 2015

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weblog
teacher
participation
Professional Development
Reflective Practice
Blogs
Teaching
interaction
community
evidence
experience

Keywords

  • communities of practice
  • online blogs
  • reflective practice
  • social constructivism
  • teacher professional development

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

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abstract = "Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing professionally. This paper examined the extent to which participation and reflection occurred in the blogs and how effective they were in building a community of practice that would lead to professional development. This objective was accomplished by analysing blog entries for evidence of participation and reflections and subsequently analysing the blogs to gain a clearer idea of the constraints that the teachers faced in blogging. The findings demonstrate that using blogs generated reflective practices to a certain extent in allowing teachers to express their thoughts, share their doubts and struggles in teaching, and manage learners. However, it is not possible to conclude that blogging contributed to teachers’ professional development.",
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