ERIC Number: EJ1107324
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 22
Reflective Journaling: A Tool for Teacher Professional Development
Dreyer, Lorna M.
Africa Education Review, v12 n2 p331-344 2015
This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education institutions in the preparation of prospective teachers.
Descriptors: Qualitative Research, Graduate Students, Reflection, Student Journals, Workplace Learning, Learning Activities, Professional Development, Preservice Teacher Education, Semi Structured Interviews, Focus Groups, Content Analysis, Journal Writing, Teaching Methods, Student Teacher Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: South Africa