Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?

Autor/inn/en	Petko, Dominik; Egger, Nives; Cantieni, Andrea
Titel	Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?
Quelle	In: Journal of Digital Learning in Teacher Education, 33 (2017) 2, S.78-87 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2017.1280434
Schlagwörter	Student Journals; Electronic Journals; Preservice Teacher Education; Student Teachers; Internship Programs; Reflection; Self Efficacy; Stress Variables; Stress Management; Emotional Response; Problem Solving; Writing Assignments; Peer Evaluation; Feedback (Response); Experimental Groups; Control Groups; Comparative Analysis; Hierarchical Linear Modeling; Hypothesis Testing; Elementary Education; Randomized Controlled Trials; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Studentenzeitung; E-Journal; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Berufspraktische Ausbildung; Self-efficacy; Selbstwirksamkeit; Stressmanagement; Stressbewältigung; Emotionales Verhalten; Problemlösen; Hypothesenprüfung; Hypothesentest; Elementarunterricht; Ausland; Schweiz
Abstract	The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b) with or without peer feedback during a 4-week teaching practice on a daily basis. The control group wrote a final reflection paper instead of blogging. Multilevel linear modeling of longitudinal questionnaire data shows that students with problem-focused weblog writing assignments show a stronger development of self-efficacy during the internship than the other groups, especially when combined with peer feedback on blog postings. Groups do not differ with regard to stress levels and ability for reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01