The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.
Analysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.
Through the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.
The data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.
It is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.
Continual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.
