Reader Response Journals in Pre-service Instruction: Novice Teachers Reflections on their Classroom Implementation

Janet Mcintosh

doi:10.26522/brocked.v19i1.119

Abstract

The study described in this paper examines how five novice intermediate English language arts teachers implemented reader response journals, an instructional strategy they learned about in their pre-service English methods course. While using response journals in their classrooms, novice teachers provided student encouragement, thoughtful reflection on their approach, modification as needed, and a consistent positive attitude, even in the face of challenges. Study findings indicate that the theory and practice acquired in their pre-service course was beneficial to them, and that gaining confidence in themselves as teachers through further practice and experiences would enhance their effective use of this classroom strategy.

Highlights

The study described in this paper examines how five novice intermediate English language arts teachers implemented reader response journals, an instructional strategy they learned about in their pre-service English methods course
How do I teach novice teachers effective approaches for reader response journals that reflect the theoretical frameworks which support the practice? I‟d explained my success in using journals with students as a secondary English teacher, would this transfer into equal success with students in their classrooms? I was curious about novice teachers‟ implementation process
In order to acquire some answers to these questions, I invited five novice teachers to participate in a study where they would verbally reflect on their response journal implementation process (McIntosh, 2006b)

Summary

Introduction

The study described in this paper examines how five novice intermediate English language arts teachers implemented reader response journals, an instructional strategy they learned about in their pre-service English methods course. Study findings indicate that the theory and practice acquired in their pre-service course was beneficial to them, and that gaining confidence in themselves as teachers through further practice and experiences would enhance their effective use of this classroom strategy. How do novice teachers‟ reflections on reader response journals indicate the successful implementation of approaches introduced during pre-service instruction? Articulating one‟s practice is a challenge, even for those who are seasoned teachers Recognizing that these novice teachers‟ reflections would be insightful, I was confident that study findings would enhance aspects of their teaching. I hoped to discover whether theory and practice in my pre-service courses was effectively transferred into classrooms by novice teachers

Methods

Results

Discussion

Conclusion