Item

Promoting higher levels of reflective writing in student journals

Abstract
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in 'unplanned' informal reflection (reflection-in-action and reflection-on-action) when she witnessed the shallow, often trivial nature of her students' reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students' learning and promote more useful reflection. The impact of these interventions on students' reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers' reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.
Type
Type of thesis
Series
Citation
Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research & Development, 28(3), 247-260.
Date
2009
Publisher
Routledge
Degree
Supervisors
Rights
Publisher version
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