Exploring critical reflection in a virtual learning community in teacher education

ABSTRACT

In this naturalistic study, we examined the reflective thinking of 39 pre-service teachers (PSTs) in an introductory curriculum, instruction, and technology course as they engaged in an online virtual learning community. Our framework considers both reflective thinking as revealed through individual posts to the community and dialogical interaction between PSTs as they comment on posts. Our research identified three themes in PST reflection: 1.) the presence of peer affirmation and support, 2.) the connection of PSTs experiences to content included in the course, and 3.) the presence of critical reflection. The study concludes that by providing provocative stimuli, meaningful content, and an interactive process for reflection, a VLC can create a space for members to move from their traditional comfort zones to a disruption of their normative beliefs about teaching, schools, and themselves.

KEYWORDS:

• Reflective practice
• teacher education
• online learning
• virtual learning communities
• preservice teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Libbi R. Miller

Libbi R. Miller, Ed.D. is Chair of the School of Education at Humboldt State University. She earned her Ed.D. in Curriculum and Instruction at Northern Arizona University. Her research interests include reflective practice, classroom dialogue, democratic education, culturally sustaining pedagogies, educational technology and literacy instruction. Before entering higher education, Libbi taught secondary English/Language Arts and reading.

Frederick Peinado Nelson

Frederick Peinado Nelson is Associate Professor of Science Education in the Department of Liberal Studies at California State University, Fresno. Dr. Nelson received his Ph.D. in Science Education from the University of Florida in 2012, and taught high school science in Kansas for nine years. He achieved National Board Certification in 2004, which was a seminal influence on his thinking about reflection. His scholarship focuses on the development of reflection by preservice teachers and the dynamics of interdisciplinary faculty collaboration in teacher education.

Emy Lopez Phillips

Emy Lopez Phillips, Ed.D. is Assistant Professor at the University of California, San Francisco where she serves as the Director of the Medical Library and Associate Director of health pipeline programs for the School of Medicine’s Fresno Regional Campus. In addition to her work in medical education, she is a part-time lecturer in the Kremen School of Education at California State University, Fresno. She received her B.A. in English from CSU Stanislaus, M.A. in Education, with an emphasis in Curriculum & Instruction from Fresno State, and her Ed.D. in Educational Leadership & Management from Alliant International University. A Central Valley native, Emy is passionate about working with educators to integrate strategies and systems that improve learning outcomes for students.