Search results for: Journal writing
Page 2/3 26 items
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
Preservice Teachers’ Reflection on Clinical Experiences: A Comparison of Blog and Final Paper Assignments
The authors investigated whether blog reflections would show a greater depth of reflection (DoR( than end-of-the-semester paper reflections. The authors developed a reflection assessment tool, Framework of Four Levels of Reflection for Teacher Education. The results indicated that the preservice teachers who completed blogs showed higher levels of reflection in their writing compared to those who completed papers. Furthermore, the blogs were shorter than the papers. These results indicate that reflections posted to blogs over the course of the semester are more effective than final papers for reflective assignments.
Updated: Jul. 17, 2013
The author sheds light on how a practitioner-researcher engaged in narrative writing and how this helped in what is hereby termed a reflective odyssey. More specifically, the main focus here is how the very act of writing when keeping a personal journal can act as a catalyst for ongoing reflective thought.
Updated: Apr. 28, 2013
Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
The goal of this study was to investigate how science faculty members’ belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students’ responses played a critical role in participants’ belief systems and their decision to continue using the inquiry-based format.
Updated: Apr. 24, 2013
The purpose of this self-study research was to deepen the author's understanding of pedagogy for teacher education and the factors that enhanced and hindered the author's confidence and competence as a teacher educator. One theme was that a focus on science content knowledge gave a false sense of confidence and overshadowed our ability to engage in meaningful conversations about learning to teach—a practice challenged through self-study research.
Updated: Jan. 28, 2013
This article describes recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK). As the project developed, it became apparent that the creation of the class digital flexbook operated along five distinct phases: awareness, analysis, collection, design, and reflection.
Updated: Jan. 27, 2013
This article describes the development of a three-level model of reflection for preservice students. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars.
Updated: Sep. 27, 2012
This article presents a research undertaken during a study visit to The Gambia. The authors argue that study visits to The Gambia and other developing countries have the potential to enable transformative learning. This kind of experience is thought to be of considerable potential benefit to beginning teachers.
Updated: Dec. 20, 2011
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Updated: Jan. 09, 2011