Promoting Communication, Inquiry and Reflection in an Early Practicum Experience via an On-Line Discussion Group

Abstract

Abstract The principle aim of constructivist teacher education programs is the development of reflective teachers who understand the complexities and implications of ongoing classroom decision-making. This goal frequently is not achieved, however, for the existing knowledge, beliefs, and preconceptions about teaching, learning, and schools negatively influence what and how aspiring teachers learn in their teacher preparation program. One of the ways this difficulty is addressed is by encouraging students to systematically observe learners and learning processes, to pose specific questions, and communicate reflections about these observations. Communication, inquiry, and reflection, processes which facilitate the social construction of meaning, enable students to develop the cognitive schema or a “contemporary psychological perspective” essential for understanding and interpreting schools and classroom life. Yet opportunities for students in large diverse settings to engage in constructive dialogue to socially construct meaning are quite limited. This article provides a description and overview of an on-line discussion group that strengthens communication, inquiry, and reflection among preservice students. Both promises and pitfalls are outlined.