Blogging and Blogspots: An Alternative Format for Encouraging Reflective Practice among Preservice Teachers

By Gary M. Stiler, Thomas J. Philleo. 2003

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What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “An overly narrow learning-to-teach experience (Tang, 2003) can consolidate their view of teaching as a solitary activity as their practice fails to provide a comprehensive experience of a whole school or a broader understanding of educational system (Guyton&McIntyre, 1990; Price, 1989).”
Using Blogs to Enhance Critical Reflection and Community of Practice (2009, background): “Stiler and Philleo (2003) report the successful use of blogs for reflective practice among preservice teachers based on their findings from self-report questionnaires.”
Exploring the use of blogs as learning spaces in the higher education sector (2004, unknown): “Stiler & Philleo, 2003; Wagner, 2003).”
Using critical incidents in teaching to promote reflective practice (2013, background): “Stiller and Philleo (2003) as cited in Shoffner (2009) acknowledge that teacher educators are taking an interest in using weblogs as reflective spaces.”
Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University (2011, background): “Other studies have also shown that blogs motivate many students to write well in the target language (Rodzvilla, 2002; Stiler & Philleo, 2003; Liaw, Chen, and Huang, 2008).”