Dialogic reflective e-journaling and transformative learning of special education preservice teachers

"In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective electronic journaling (e-journaling) between this researcher and undergraduate preservice teachers involved in a special education field-based experience in the schools addressed their critical reflection in classroom decision-making as well as their transformative learning the Fall semester of their senior year prior to student teaching in the Spring. Performance feedback was given by this researcher as part of the teacher preparation supports already in place for the field-based experience. Specifically, this study explored the use of dialogic reflective e-journaling in addressing the preservice teachers' ability to cope with a classroom disorienting dilemma from a reflective perspective within their special education field-based experience, possibly experiencing positive personal transformation as teachers in the process. This study was underpinned by the theoretical framework of transformative learning theory (Mezirow 1978b, 1991, 1995). The qualitative methodology for this study was participatory action research (PAR), a type of action (change) research whereby researchers participate in a study alongside of other study participants. In terms of data collection, study data were triangulated through three data sources: initial interviews, e-journaling documentation, and a final researcher-developed questionnaire. Study findings revealed that dialogic reflective e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and resulted in perspective changes that instigated a positive personal transformation as teachers in the process."--Abstract from author supplied metadata.