Abstract
The use of reflective journals has been identified as an effective tool to promote reflection in preservice teachers. This review of literature provides the reader with an understanding of the various ways journals are used and assessed in teacher education programs. The findings of this review outline the use of reflective journals on topics such as constructivism, teacher identity, linking theory to practice, and preservice teachers’ perceptions of journals. The literature suggests that preservice teachers be taught how to reflect more purposefully and be provided meaningful learning and teaching experiences. Reflective journals can also be used to aid preservice teachers in linking theory and practice in the classroom. Future research is needed to ascertain university instructors’ perceptions of the value of reflective journals, the impact of reflective writing on teaching, and how effectively preservice teachers are trained to write reflective journals.
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