Interaction analysis of a blog/journal of teaching practice

Abstract This article explores the interaction held by a group of student teachers during their initial training internship in primary schools. Journals of students' teaching practice experiences collected in a blog are analyzed by developing a set of inductive–deductive categories to describe processes favored by the interaction between student teachers in the blog, using social network analysis to visualize the interaction. Results show that blog interaction promotes collaborative, social, affective and cognitive processes, the latter two processes being the most relevant. Regarding cognitive processes, collaborative construction of knowledge is low, suggesting the need for further research and new instruments to understand this process.

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