Abstract
ABSTRACT The study examined the effect of the use of ‘personal reflective diaries’ and ‘group-friendly criticism’ to assess professional development and self-empowerment among 47 Israeli final-year pre-service teachers in a seminar course, and later on, perceptions and insights during their practicum and their internship year. Content analysis of holistic summations, a questionnaire, and interviews yielded two participant types: ‘purposeful’ and ‘late bloomer.’ For both, four main themes emerged: (1) ability to face difficulties; (2) teaching and class management strategies; (3) beliefs and insights about the teacher’s role; and (4) sense of efficacy. Participants stated that fear and uncertainty had turned into satisfaction and empowerment, with growing empathy towards their students. Overall results showed that in-depth focus on one difficulty while using reflective diaries together with group-friendly criticism helped both types of participants deal with their difficulties successfully, while developing strategies and insights for their future as teachers.
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