Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning. Issue 3 (4th May 2019)

• Record Type: Journal Article
• Authors: Carter, Pamela Weatherly; Kurtts, Stephanie A.
• Is Part Of: Reflective practice. Volume 20:Issue 3(2019)
• Page Start: 383
• Page End: 395
• Publication Date: 2019-05-04
• Subjects: Teacher attrition -- special education -- preservice teachers -- reflective teacher education -- e-journaling; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2019.1617125
• Languages: English
• ISSNs: 1462-3943

Abstract

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.