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

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 jo...

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Bibliographic Details
Published inIssues in educational research Vol. 31; no. 1; pp. 130 - 148
Main Authors Hojeij, Zeina, Meda, Lawrence, Kaviani, Amir
Format Journal Article
LanguageEnglish
Published Perth 01.04.2021
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Summary: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.
Bibliography:Issues in Educational Research, Vol. 31, No. 1, Apr 2021: 130-148
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ISSN:1837-6290
0313-7155
1837-6290