Facilitating Preservice Teachers' Reflection through Interactive Online Journal Writing

The purpose of this study was to examine the effectiveness of interactive online journal writing on physical education teacher candidates' reflection, and to explore the content and functions of such reflection during field experience. Four participants selected from a pool of students enrolled in pre-student teaching field experience were asked to select a journal partner to form reflection dyads, write journal entries, and provide responses to their partner's journal. Data were collected from transcripts of the interactive journals and semi-structured and informal interviews with the candidates. Data were analyzed inductively (Patton, 1990), and the trustworthiness of the data was ensured by peer debriefing and member check interviews. Participants reported that interactive online journaling facilitated their reflection in terms of (a) accessing each other's context, (b) obtaining a critical friend who asked in-depth questions, (c) offering additional ideas and suggestions, and (d) providing confidence and social support. Reflections focused on school context, content, instructional behaviors, and student learning. In all, reflective online journaling helped participants connect their educational context with practice, evaluate their practice, and implement changes for their future work.