NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1042887
Record Type: Journal
Publication Date: 2014-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0742-5627
When the Ink Runs Dry: Implications for Theory and Practice When Educators Stop Keeping Reflective Journals
Dyment, Janet E.; O'Connell, Timothy S.
Innovative Higher Education, v39 n5 p417-429 Nov 2014
In this article we report on a study that explored educators' past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the "teaching as you've been taught" phenomenon, and the importance of lower levels of reflection in development as a professional.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A