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ERIC Number: EJ1023300
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0034-0510
Using a Written Journal Technique to Enhance Inquiry-Based Reflection about Teaching
Fry, Jane; Carol, Klages; Venneman, Sandy
Reading Improvement, v50 n2 p54-60 Sum 2013
The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflection regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling with Questions, Quotes and Reflections (Double Q R) or Connections or Decisions and Extensions (ICED). All written journal entries were examined using the Pedagogical Model of Inquiry. Results indicated that the Double Q R technique was superior to the ICED technique in generating inquiry-based reflection. These preliminary findings support the use of inquiry-based reflection not only during field experiences, but while reading course textbook content to increase inquiry-based reflection as measured by the Pedagogical Model of Inquiry.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A