Abstract
Abstract Social work education focuses on preparing students for the profession. To this end, many educators utilise reflective journals in their courses. Reflective journaling is recognised in the literature as essential for the construction of students’ professional identity, yet few studies have explored how journals serve this purpose and the specific ways in which journal writing contributes to shaping social workers’ professional identity. This qualitative phenomenological study examined thirty Israeli social work students in their final year of undergraduate studies, before entering the field. Written during a practicum course, their journals were thematically analysed, revealing four themes of journal writing: (i) using personal experiences to construct a professional identity; (ii) acquiring professional concepts and skills by linking theory to practice; (iii) journal writing as professional retrospection; and (iv) journal writing as a safe resonant space for self-development. The discussion elaborates on the significance of each theme for the development of students’ professional identity.
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