Encouraging reflection in preservice teachers through response journals |
| |
Authors: | Jennifer M. Good Patricia A. Whang |
| |
Affiliation: | 1. Department of Curriculum and Teaching , Auburn University ,;2. Field‐Based Teacher Education , California State University‐Monterey Bay , Monterey Bay |
| |
Abstract: | Abstract Reflection is an essential quality that needs to be instilled in preservice teachers in order for them to experience success in the classroom (Groce, Henson, & Woods, 1999; Hatton & Smith, 1995; Lin, Gorrell, & Porter, 1999); however, the teaching of reflection and meaning making is sometimes expected by instructors yet left untaught as a skill (Salvatori, 1996). The purpose of this study is to provide a tool for the teaching of reflection among preservice teachers‐the response journal. Response journals can create an artifact of thinking (Pritchard, 1993) that offers a mechanism for reflecting, applying, and questioning. This study chronicles the use of journals in a required undergraduate educational psychology course, offers a template for the incorporation of response journals, and suggests relevant prompts and evaluation methods. In addition, the study provides a summary of preservice teachers’ perceptions of and final responses to the response journals that are compiled throughout the course of instruction. |
| |
Keywords: | |
|
|