Preservice General Educators' Perceptions of Structured Reflective Logs as Viable Learning Tools in a University Course on Inclusionary Practices

Abstract

Seeking to strengthen preparation of preservice general educators for the realities of inclusive school settings, two special education teacher educators from different universities used content-based structured reflective log writing as an integral course requirement. Faced with teaching intensive course content within a limited time frame, the log writing was structured to enhance the preservice general educators' knowledge base/understanding and problem solving/reflective skills. In this article, we delineate findings from a qualitative analysis of 80 preservice general educators' perceptions of the strengths and limitations of the structured log writing. Our findings validate our objectives for using structured logs and indicate that the preservice educators perceived more strengths than limitations to writing structured reflective logs. The benefits included perceiving the logs as essential multi-purpose learning and study tools for reflecting, connecting, and collecting/maintaining information. Limitations spanned a broad range with time being the most noted limiting factor.