Reflective Practice in Pre-service Teacher Education through Journal Writing in a Writing Course
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Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. Thisstudy investigates pre-service teachers’ reflective journal writing in an English writing course:content and quality of reflection, and perceived journal writing experiences. The study employeda framework with applicable focusing areas of reflection: public theory, private theory, feelings,action plans, and student-teacher communication. All except public theory (non-reflection) arereflective focusing areas. For quality of reflection, the study used a framework with a simplifiedholistic view of reflection, by seeking three reflective indicators: practicing additionalperspectives on learning; applying their beliefs while evaluating learning; and identifying keyelements of learning within broad context. Lastly, the study explored perceived benefits andchallenges of reflective journal writing. The data were collected from nineteen participants viaentries, interviews and questionnaires. First, most journal segments showed the students primarilyexplored reflective focusing areas. Second, the entries indicated the students developed theirreflexivity of learning by adding additional perspectives on their learning, applying their previousexperiences and values to their learned knowledge, and examining their learning socially andculturally. Lastly, despite some initial confusions journal writing was favorably received.
Abstract
Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. Thisstudy investigates pre-service teachers’ reflective journal writing in an English writing course:content and quality of reflection, and perceived journal writing experiences. The study employeda framework with applicable focusing areas of reflection: public theory, private theory, feelings,action plans, and student-teacher communication. All except public theory (non-reflection) arereflective focusing areas. For quality of reflection, the study used a framework with a simplifiedholistic view of reflection, by seeking three reflective indicators: practicing additionalperspectives on learning; applying their beliefs while evaluating learning; and identifying keyelements of learning within broad context. Lastly, the study explored perceived benefits andchallenges of reflective journal writing. The data were collected from nineteen participants viaentries, interviews and questionnaires. First, most journal segments showed the students primarilyexplored reflective focusing areas. Second, the entries indicated the students developed theirreflexivity of learning by adding additional perspectives on their learning, applying their previousexperiences and values to their learned knowledge, and examining their learning socially andculturally. Lastly, despite some initial confusions journal writing was favorably received.
참고문헌 (36)
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