Student Teachers’ Attitudes Toward the Interaction on Facebook During Practicum

Abstract

Student teachers are frequently frustrated by a perceived conflict between the teaching of literacy learned in teaching/learning method courses or practice courses where they see in classrooms and the reality of practicum. The purpose of this study is to investigate student teachers' attitudes toward the interaction on the online social networking site, Facebook, which is a conversation-friendly online community for student teachers to seek help, express experiences, reflect on their observations/beliefs, aiming to continue to refine their practice and keep them connected to a larger community. The survey data was collected from 20 undergraduate student teachers at a Taiwanese technological university during their practicum. Results indicated student teachers' positive responses to the interaction on Facebook with regard to aspects of interest/enjoyment, value/usefulness, and communication tools. The discussion suggested that student teachers' interaction with peers and instructors via Facebook during practicum should be encouraged.