STUDENT TEACHERS SOCIALIZATION DEVELOPMENT BY TEACHING BLOG: REFLECTIONS AND SOCIALIZATION STRATEGIES
This study aims to probe into the cognitive sources and reflective content of student teachers’ socialization, such as job proficiency, goals and values, school culture, and role regulation by ‘teaching blog’. This paper utilizes eight student teachers of business, data processing, Chinese, English, science, and technology as subjects. Through Action Research, this study examines educational practices related to teaching practices, home teacher practices, administrative practices, and service learning from teaching blogs constructed by student teachers and online feedback. Moreover, this study collects qualitative data via in-depth interviews, tour visits, school meetings, teaching demonstrations, practice communications, and mail and analyzes the data with software by ATLAS.ti. Findings demonstrate as follows (1) student teachers’ teaching demonstration can enhance the socialization strategy of ‘job proficiency’; (2) teaching blog can present student teachers’ dialogues and feelings regarding ‘goals and values’ in the virtual community; (3) student teachers’ cognitive sources for socialization strategies of ‘school culture’ is based on peer student teachers, mentor teachers, and internet communities; and (4) socialization strategy of ‘role regulation’ is based on teacher certification and school expectations.