Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Issues in Educational Research, 2021

This paper reports on the findings of a qualitative study conducted to explore the effects of reflective journal keeping by 30 female pre-service teachers studying at a university in the United Arab Emirates. At the onset of the study, the participants were trained on the principles of reflective journal writing and were asked to write in their journals during and after the completion of their weekly field experience over a period of ten weeks. Through content analysis, the qualitative data collected were analysed and four salient themes emerged from the data, i.e., "teaching using technology", "constructive learning", "experiential learning and play", and "class management". The data indicate that the teacher-trainees benefited greatly from writing reflectively as an important exercise that can help them develop professionally and ethically in their careers and aid their students to develop a good understanding of the subject(s) taught. The researchers believe reflective journal writing provides both the pre-service and in-service teachers with unique opportunities to examine and improve their teaching and their students' learning experiences. The researchers likewise believe in order to achieve optimal professional and practical results, teachers should be effectively trained by experienced and skilled educators on to how to write in their journals.

The purpose of this study was to examine how early childhood pre-service teachers developed professionally through reflective journals. The study focused on the quality of reflection and the effects of reflection on pre-service teachers’ professional development. Thirty-two students, majoring in early childhood education, were participated in this qualitative research study. Data were gathered through documents and semi-structured interiews and analyzed through content analysis techniques. The results of the study indicate that pre-service teachers demonstrate three stages of reflection “routine, technical and critical” in professional development themes named “evaluation, problem solving and consciousness.” Technical and critical level reflections indicated that pre-service teachers were in the process of professional development and change.

International Journal of Recent Technology and Engineering (IJRTE), 2019

Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933)believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a children’s literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.

This research aimed to highlight the power of reflective writing for early childhood teachers in Palestine, seven teachers in Palestine participated in this qualitative study, they were asked to write their reflections for 18 months. Data was gathered using semi-structured interviews and reflective writing journals. Data was analyzed using thematic analysis approach in order to determine the possible effects of using reflective writing with teachers on developing their reflective thinking. The results of the study indicated that reflective writing was capable of developing teachers’ reflective thinking and helped them to change their attitudes toward themselves and empower them as well.

English Language Teaching, 2018

Kim, Mi Kyong. (2018). Reflective practice in pre-service teacher education through journal writing in a writing course. English Language Teaching, 30(3), 55-76. Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. This study investigates pre-service teachers' reflective journal writing in an English writing course: content and quality of reflection, and perceived journal writing experiences. The study employed a framework with applicable focusing areas of reflection: public theory, private theory, feelings, action plans, and student-teacher communication. All except public theory (non-reflection) are reflective focusing areas. For quality of reflection, the study used a framework with a simplified holistic view of reflection, by seeking three reflective indicators: practicing additional perspectives on learning; applying their beliefs while evaluating learning; and identifying key elements of learning within broad context. Lastly, the study explored perceived benefits and challenges of reflective journal writing. The data were collected from nineteen participants via entries, interviews and questionnaires. First, most journal segments showed the students primarily explored reflective focusing areas. Second, the entries indicated the students developed their reflexivity of learning by adding additional perspectives on their learning, applying their previous experiences and values to their learned knowledge, and examining their learning socially and culturally. Lastly, despite some initial confusions journal writing was favorably received. (201 words)

Santalka, 2012

19 lines per page, wove and laid European paper; watermarks (laid paper): 1. eagle displayed TSG, 2. coat of arms (lion rampant) Riḳ'a Ḳirması hand, catch words, rubricated Includes table of contents (ff. 1-8), marginal notes and glosses in pencil Copied by Ḥusayn Tawfīq, son of 'Abd Allāh Baghdādī, Pust-nishīn of Qaṣabat Muṣṭafaʹ Bāshā Anonymous hagiography of Hacı Bektaş Veli

Après l'échec de la révolte de Bar Kosba, trois communautés juives distinctes ont coexisté simultanément : les Juifs hellénisés, qui étaient bilingues (hébreu et grec) ou trilingues (hébreu, grec et araméen) ; les Juifs messianiques-nazaréens (esséniens, ébionites et Alkasaïtes) ; et les Juifs rabbiniques. Les chercheurs sont désormais convaincus que les Juifs hellénisés étaient la communauté dominante parmi ces trois groupes, tandis que les sages du Talmud étaient plutôt en marge. Bien que la datation précise de la rédaction de la littérature talmudique soit difficile, on peut trouver des témoignages épars sur cette période. Le judaïsme rabbinique était principalement concentré à Tibériade, Séphoris, Lod et Césarée. Dans les villes mixtes, la langue grecque et sa culture n'ont pas disparu, mais se sont plutôt renforcées. De plus, les Juifs du courant rabbinique ont également été influencés par l'hellénisme et ont cherché des compromis avec lui dans le domaine philosophique. Parallèlement, les Juifs messianiques ont trouvé parmi les Juifs hellénisés un réservoir pour leur activité missionnaire et ont progressivement attiré de nombreux étrangers vers leurs communautés Haaretz 18 juillet 2923