This article describes how pre-service teacher education students utilized Blogs within the context of Bachelor of Education coursework related to the fields of Inclusion and Equity. Through a content analysis of the students’ postings, a continuum of engagement related to the students’ meaning making and levels of involvement with the coursework over the span of one semester is identified. As evidenced by this study, the blogging forum provided the pre-service teacher education students with the opportunity to critically engage with key concepts of inclusive education at many levels. Blogging is considered as a possible tool for transformation within the study of Inclusive education.
|Keywords:||Teacher Education, Weblogs, Engaged Learning, Inclusion|
Assistant Professor, School of Education, Acadia University, Wolfville, Nova Scotia, Canada
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