Using reflective journals for analysing pre-service, early childhood teachers' perceptions of practicum experiences

Document Type

Article

Source of Publication

Issues in Educational Research

Publication Date

4-4-2021

Abstract

This paper reports on the findings of a qualitative study conducted to explore the effects of reflective journal keeping by 30 female pre-service teachers studying at a university in the United Arab Emirates. At the onset of the study, the participants were trained on the principles of reflective journal writing and were asked to write in their journals during and after the completion of their weekly field experience over a period of ten weeks. Through content analysis, the qualitative data collected were analysed and four salient themes emerged from the data, i.e., “teaching using technology”, “constructive learning”, “experiential learning and play”, and “class management”. The data indicate that the teacher-trainees benefited greatly from writing reflectively as an important exercise that can help them develop professionally and ethically in their careers and aid their students to develop a good understanding of the subject(s) taught. The researchers believe reflective journal writing provides both the pre-service and in-service teachers with unique opportunities to examine and improve their teaching and their students' learning experiences. The researchers likewise believe in order to achieve optimal professional and practical results, teachers should be effectively trained by experienced and skilled educators on to how to write in their journals.

ISSN

0313-7155

Publisher

Western Australian Institute for Educational Research Inc.

Volume

31

First Page

130

Last Page

148

Disciplines

Education

Scopus ID

85104189013

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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