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ERIC Number: ED208411
Record Type: Non-Journal
Publication Date: 1981-Jul
Pages: 37
Abstractor: N/A
Reference Count: N/A
Reflective Journal Writing: Theory and Practice.
Yinger, Robert J.; Clark, Christopher M.
The two parts of this paper discuss the theory and practice of using journal writing as an aid to student learning and teachers' professional development. Part one reports on the psychology of learning through writing, enumerates the connections between writing and learning, and explains why journal writing is a powerful learning tool, uniquely suited for professional thought and reflection. The point emphasized in this first section is that writing requires the writer to simultaneously represent ideas in all three of Jerome Bruner's modes of representation--enactive, ikonic, and symbolic--forcing a degree of thought integration not found in other modes of expression. Feedback and opportunity for reflection are also cited as powerful writing features that support learning. Examples of using intensive writing as part of graduate and undergraduate courses in education are also discussed. Part two of the paper describes "systematic reflection," a specific set of journal-keeping techniques that have been found useful in helping teachers take control of their own professional development. This section also contains descriptions of a series of exercises incorporated in the manual, "Teacher Journal," and reports on the field trial of this manual with experienced teachers and undergraduate education majors. (RL)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Guides - Classroom - Teacher; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.