Reflective Journal Writing Research Articles

"e-포트폴리오 성찰일지 작성활동의 학습효과에 영향을 미치는 학습자 관련 변인 탐색"

"e-포트폴리오 성찰일지 작성활동의 학습효과에 영향을 미치는 학습자 관련 변인 탐색"

A Study on the Improvement of Teaching Competence of Pre-service Science Teachers based on the Teaching Evaluation and Reflective Journal Writings on Science Class

The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the Standards for teaching evaluation of science instruction developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.

Reflective Thinking and Journal Writing: Examining Student Teachers' Perceptions of Preferred Reflective Modality, Journal Writing Outcomes, and Journal Structure

Journal writing is generally required of student teachers; however, there is a void in career and technical education research regarding this activity. The purpose of this study was to examine student teachers’ journal writing experiences to obtain insight into the process of developing reflective practitioners. The study drew on the work of Dewey and Schon to build a theoretical framework in support of journal writing as a means to acquire and improve reflective thinking. The accessible sample consisted of three consecutive cohorts of student teachers (N = 44) in agricultural education at a Midwestern university who completed an 11-week student teaching experience. The student teachers’ preferred reflective modality was verbal reflection, self-reflection, and written reflection. Journal structure in the form of a prompt was not found to significantly impact journal writing outcomes. A “like/dislike” phenomenon associated with journal writing and reflection was discovered. Student teachers perceived that journal writing is a personal and unique endeavor.

Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing

AbstractWe present statistical evidence that when students voluntarily write reflective “journal entry” essays on assigned reading, their performance on multiple‐choice quizzes on the reading is improved compared to students who do not complete such essays. A Smirnov non‐parametric test and a pair‐wise comparison analysis were used to establish the validity of the hypotheses.