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It compares blog-based, discussion-board-based, and individually submitted report reflections, focusing on how students modified understandings of learning, learners, teaching, and learning contexts. A sociocultural and language socialization lens frames teacher development through engagement with tutees, new instructional practices, and peer interaction, highlighting affordances and challenges of each format.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-empty-verbalism-how-teacher-candidates-benefit-from-blogging-about-a-tutoring-practicum/597864/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-empty-verbalism-how-teacher-candidates-benefit-from-blogging-about-a-tutoring-practicum/597864.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study investigates how two distinct online formats help teacher candidates report and reflect on their tutoring practicum experiences, shaping their teacher development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which aspects of teaching and learning does the article analyze in student reflections?",{"text":117,"@type":113},"Reflections are examined in relation to understandings of learning, learners, teaching, and the learning context, shaped through interaction with a tutee, implementation of instructional practices, and peer engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the authors compare online reflection formats?",{"text":121,"@type":113},"Student work is compared across blogs, discussion boards, and individually submitted reports submitted to the instructor, with findings discussed in terms of affordances and challenges.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597864,1792161970,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Beyond “Empty Verbalism”: How Teacher Candidates Benefit From Blogging About a Tutoring Practicum  \nTESOL programs and courses around the world are increasingly offered partly or wholly online. Online instruction offers both new affordances and distinct challenges for effective instruction, particularly when it comes to supervising fieldwork. This article compares 2 distinct online formats for student reflections on their tutoring experiences in the practicum component of a course on teaching second language reading. In particular, the article examineshow 2 different reflection formats afforded qualitatively distinct student reflections on how they modified their understandings of learning, learners, teaching, and the contexts of learning through (a) interacting with their tutee,(b) implementing new instructional practices, and (c) interacting with their peers about their tutorial. Findings are discussed in terms of the affordances and challenges provided by distinct ways of configuring the online reflection for these field experiences, comparing student work in blogs, discussion boards, and reports submitted individually to the instructor.  \nIntroduction  \nAprimary goal of teacher education is to introduce novice edu  \ncators to theories and research based on systematic investiga  \ntions of language, language learners, language learning, and effective teaching approaches. One key role of fieldwork is to provide novices with an opportunity to implement in concrete situations of practice the theories and approaches to which they have been introduced. In their fieldwork experience, teacher candidates are expected to use subject-matter knowledge and pedagogical knowledge as tools  \nThe CATESOL Journal 27.2 • 2015 • 129  \nfor problem solving and thinking about the actual teaching situation. As Johnson and Golombek (2011) argue, the goal of teacher education is to move these candidates from a reliance on the “everyday concepts”based only on their limited prior experience, to “scientific concepts”based on systematic investigations ofa particular phenomenon. Fieldwork, thus, is organized as a form of mediation of the learning experience, providing tools, concepts, and social spaces in which teachers transform their thinking and internalize new forms of understanding.  \nThis study takes a sociocultural approach to teacher learning to investigate how two distinct online formats for students to report and reflect upon their experiences afforded specific types of teacher development and reflection. Drawing on a language socialization approach to teacher learning, this study explores how novice teachers changed their understandings of language, student learning, learners, teaching, and the learning context through (a) engagement with their tutee,(b) implementation of new instructional practices, and (c) interaction with other students in the course. In particular, this article will examine how the implementation of a blog format for reflecting on and sharing their experiences in their tutorials fostered richer opportunities for learning, reflection, and interaction.  \nTeacher Professional Development as Language Socialization  \nScholars of teacher professional development for K-12 contexts have long highlighted the need for teacher collaboration and interaction, knowledge sharing, and problem solving of relevance to authentic instructional contexts (Darling-Hammond & McLaughlin, 1995) . According to these researchers, important opportunities for professional socialization occur when teachers share their knowledge, set goals for inquiry and learning, and connect theories and research to their own unique teaching contexts. In Second Language Teacher Education in particular, Johnson and Golombek (2011) applied a sociocultural lens to teacher education and professional development, arguing that teachers’ thinking about their instructional practice arises out of social activity. They argue that teachers must go beyond simple content knowledge ","cbCaieVNbv9AcSJz","https://ap.wps.com/l/cbCaieVNbv9AcSJz","pdf",645407,28,"English","# Introduction\n## Teacher Professional Development as Language Socialization\n## Online Reflection Formats in the Tutoring Practicum","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study investigates how two distinct online formats help teacher candidates report and reflect on their tutoring practicum experiences, shaping their teacher development.\"},{\"question\":\"Which aspects of teaching and learning does the article analyze in student reflections?\",\"answer\":\"Reflections are examined in relation to understandings of learning, learners, teaching, and the learning context, shaped through interaction with a tutee, implementation of instructional practices, and peer engagement.\"},{\"question\":\"How do the authors compare online reflection formats?\",\"answer\":\"Student work is compared across blogs, discussion boards, and individually submitted reports submitted to the instructor, with findings discussed in terms of affordances and challenges.\"}]","Beyond “Empty Verbalism” - How Teacher Candidates Benefit From Blogging About a Tutoring Practicum | PDF",1792085848,71]