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ERIC Number: EJ1026183
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1524-4113
From Whining to Wondering: Reflective Journaling with Preservice Educators
Applebaum, Lauren
Journal of Jewish Education, v80 n1 p5-23 2014
Reflective journaling is frequently employed to help preservice educators make sense of fieldwork experiences. Analyzing the weekly journals of eight preservice educators, I offer conceptual language to describe how journal writing provides a window into students' capacity for reflection. This capacity is described in terms of three continua: self-awareness, sophistication of reflective writing style, and relationship of reflection to action. Noticing and articulating these continua allows those who train Jewish educators to see their programs as both professional training and a space for adult learning. Successful reflection requires both reflective skill and developmental capacity, making it complicated to assess and support growth. In Jewish education settings, this can be even more complex when students' own personal Jewish journeys intersect with professional learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A