Now what? First year student teachers' reflective journal writing

Ussher, Bill; Chalmers, Jade

doi:10.15663/wje.v16i3.38

Cited by 7 publications

(14 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Öğretmen adaylarını farklı açılardan değerlendiren çalışmalar literatürde mevcuttur ancak yansıtıcı günlükler yardımıyla bir öz değerlendirmede bulundukları çalışma sayısı sınırlıdır. Ussher ve Chalmers (2011), öğretmen adaylarının yansıtıcı günlüklerini çok yönlülük bakımından ele almışlardır ve çalışma sonucunda katılımcıların çok azının çok yönlü günlük oluşturabildikleri tespit edilmiştir. Yeşilbursa (2011) da yaptığı araştırmada öğretmen adaylarının yansıtıcı günlüklerinin yansıtmadan uzak olduğu sonucuna ulaşmıştır.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Adayların Yansıtıcı Günlüklerinde Öğretmenlik Uygulamasına Yönelik Farkındalıkları

Arslan

2017

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Öz: Öğretmen adaylarına, gerek kuramsal gerekse uygulamalı dersler verilerek meslekî yeterlikleri kazanmaları sağlanmaktadır. Adayların mesleki uygulamalarla öğretmenliğe yönelik farkındalık geliştirmeleri; mesleğe yönelik olumlu tutum edinmelerinde önemli bir etkiye sahiptir. Bu durumun bir deneyim kazanma ve paylaşma süreci olduğudüşünüldüğünde adayların yaratıcı, eleştirel düşünmelerini destekleyen yansıtıcı günlük çalışmaları önem kazanmaktadır. Bu çalışmada pedagojik formasyon eğitimi sertifika programına katılan öğretmen adaylarının öğretmenlik uygulama süreçlerine yönelik farkındalıklarının yansıtıcı günlükler aracılığıyla belirlenmesi amaçlanmıştır. Araştırma 30 katılımcı ile gerçekleştirilmiş ve çalışma grubundan verilerin toplanmasında nitel araştırma yaklaşımlarından biri olan doküman incelemesi kullanılmıştır. Yapılan analiz sonucunda öğretmen adaylarının kendi öğretme süreçlerine ilişkin farkındalık düzeylerinin oldukça düşük olduğu tespit edilmiştir.Abstract: Prospective teachers are taught with theoretical and practical courses in order to obtain professional qualifications. Development of awareness by candidates on teaching through occupational practice has a significant impact on them to gain positive attitude towards the occupation. Reflective diary study that supports candidates' creative, critical thinking is important when it is considered as a process of gaining and sharing experience. In this study, it was aimed to determine the awareness of prospective teachers participating in the formation certificate program on teaching practice processes through reflective diaries. The research was carried out with 30 participants and a document review, one of the qualitative research methods, was used to collect data from the study group. As a result of the analysis, it was determined that prospective teachers' awareness levels about their own teaching processes are very low.

show abstract

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Adayların Yansıtıcı Günlüklerinde Öğretmenlik Uygulamasına Yönelik Farkındalıkları

Arslan

2017

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Although the sophistication of the writing can be variable -ranging from simple descriptions to sustained dialogues -the very act of constructing meaning is beneficial. Instructor support and feedback can reassure the student and prompt more penetrating reflection (Hume, 2009;Maloney and Campbell-Evans, 2002;Ussher and Chalmers, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Internalizing cross-cultural sensitivity: reflective journals of migrant students

Starr‐Glass

2014

Journal of International Education in Business

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article, which is exploratory in nature, considers the experiences of migrant students enrolled in the transnational degree program of an accredited American college located in the Czech Republic. Migrant students have considerable experience in negotiating the different national cultures of their college and of the new country in which they live. Students, participating in a Cross-culture Management course, were asked to maintain reflective journals in which they recorded their experiences of national culture difference. The purpose was to encourage consideration, reflection, and the growing internalization of cross-cultural appreciation and negotiation. Design/methodology/approach -Participants were asked to maintain reflective journals during the semester, in which they identified and considered critical incidents and defining issues in their cross-cultural experiences. Journals were analyzed from an inductive phenomenological perspective with no preconceived imposition of structure, although participants had been informed that the root-metaphor of the journal should be that of "journeys". Ten emergent themes were identified and a number of these, which seemed to impact national culture adaptation, are discussed. In an attempt to retain the authentic voice of participants, verbatim quotations are reproduced in some detail. Findings -The emergent themes identified give insight into the range of national cultural complexities that these migrant students confronted. Sharing these issues with those who have less national culture experience might increase their understanding of the adaption process. More importantly, the journal increased reflection, prompted deeper sensemaking, and allowed participants to articulate their experiences. Making explicit their own cultural adaption problems may also be beneficial for these participants. Originality/value -Cross-culture education has often taken a didactic approach that emphasized teaching and learning. The reflective journal focuses on an experiential approach to making sense of cultural experience. From a learner perspective, the use of a reflective journal stimulates reflection and contributes to resolution. From an ...

show abstract

“…Grounding theory behind reflective journaling Dewey's (1933) and Kolb's (1984) frameworks have been quoted in numerous academic studies as grounding theories for implementing reflective journaling as a learning medium in educational settings (Greiman 2007;Johansen 2005;Issa et al 2012;Stevens& Cooper 2009;Ussher & Chalmers 2011). Originally, Dewey (1933) defines reflection not as a mere sequence of idle ideas and beliefs, but as a properly organized consequence of those to discover evidence to be admitted (pp.…”

Section: Intercultural Skills Of Interpreting Ethnocentric Standpoint...mentioning

confidence: 99%

“…As Canagarajah (2002) states, a critical understanding of writing will determine "the value-ridden nature of its construction" (p. 4) to situate it as an analytical and mediated entity. Therefore, students are expected not to mirror their academic expectations, events, views, evaluations and perceptions, rather to interrogate the learning practices by examining their cultural constraints (Andrew 2011;Spinthourakis 2007;Zahra 2009) and subjective perspectives (Genc 2010;Greiman & Covington2007;Johansen 2005;Issa et al 2012;Ussher & Chalmers 2011;Watson 2010). Consequently, reflective critical journaling may be understood as a self-generated writing activity to clarify the rationale of every action or thought performed (Bain et al 1999;Stevens & Cooper 2009;Ussher & Chalmers, 2011).…”

Section: Intercultural Skills Of Interpreting Ethnocentric Standpoint...mentioning

confidence: 99%

Reflective Journaling Exploring EFL Students' Ethnocentric Perspectives through Cultural Self-inquiry

Maria

2014

J. inc. comm

View full text Add to dashboard Cite

The purpose of the study is to synthesize how reflective journal writing may facilitate English-as-a-foreign-language (EFL) students with exploring their ethnocentric framing of learning activities. The paper is divided into four sections. The first contextualizes EFL students in zone of proximal development (ZPD) to be able to internalize learning activities, and challenges with mediating support of interlocutors or cultural artifacts. The second defines educational objectives for EFL students to acquire intercultural skills of interpreting their ethnocentric perspectives while studying internationally. The third reviews how reflective journaling has been utilized as a students' meaningful examination of L1/L2 learning practices across academia in order to delineate the ways through which EFL students can employ this tool. Finally, based on the research reviewed, this paper proposes some ways to encourage EFL students to implement reflective journaling for interrogating their ethnocentric standpoints in light of international educational settings.

show abstract

Now what? First year student teachers' reflective journal writing

Cited by 7 publications

References 12 publications

Adayların Yansıtıcı Günlüklerinde Öğretmenlik Uygulamasına Yönelik Farkındalıkları

Adayların Yansıtıcı Günlüklerinde Öğretmenlik Uygulamasına Yönelik Farkındalıkları

Internalizing cross-cultural sensitivity: reflective journals of migrant students

Reflective Journaling Exploring EFL Students' Ethnocentric Perspectives through Cultural Self-inquiry

Contact Info

Product

Resources

About