Reflective Journal Writing and Classroom Performance: Improvement and Correlation among Pre-Service Mathematics and Science Teachers

Abstract

This study investigated improvements in reflective journal writing and classroom performance among pre-service mathematics and science teachers as well as the correlation between reflective journal writing and classroom performance. The study was conducted during a clinical experience where pre-service mathematics and science teachers were placed in 10-week field-based learning experiences during their final semester of the Bachelor of Education degree in Primary Education. Study participants included 30 pre-service mathematics and science primary school teachers, and the study was conducted during the two academic semesters of spring 2017 and fall 2017. A quantitative research approach was followed, and descriptive statistics were determined using Statistical Packages for Social Sciences (SPSS). Data were gathered using two research instruments: the Clinical Experience Evaluation (CEE) survey and a weekly reflective journal. The results of the study revealed that within the 10-week study period, participants improved, with statistically significant differences (p ˂ 0.05), in most dimensions of reflective writing (reflectivity, thoroughness, variety, growth), with the exception of the professionalism dimension. Participants also improved, with statistically significant differences (p ˂ 0.05), in all domains related to classroom performance, except for the assessment domain. Furthermore, throughout the clinical experience, participants showed improvement in the reflective journal dimensions. Finally, we observed that the variety dimension of reflective journal writing contributed statistically to the development of classroom performance.

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

“…As a solution, they have recommended integrating a reflection tool within the training design to aid in the transfer process (Parmigiani, 2019;Antonio & Developing, 2020;Alt et al, 2022). Reflective practice involves a meticulous review of past events in order to enhance future results (Barham et al, 2019;Kramer, 2018;Wilson, 2008). It encompasses a thorough scrutiny of one's conduct and past experiences for personal growth (Wang & Lin, 2008;Erickson et al, 2021;Menon & Azam, 2021;).…”

Peran Penulisan Jurnal Dalam Pembelajaran Matematika Secara Daring Di Masa Pandemi Covid-19

“…Melalui tugas menulis jurnal, peserta didik dapat menuliskan refleksi terhadap diri sendiri maupun terhadap pembelajaran [4,14]. Jurnal dapat menjadi salah satu metode untuk berpikir kritis dan logis tentang pengmbangan diri karena peserta didik dapat merefleksikan pembelajaran dengan pemikiran yang dalam dan memberikan pemikiran, perasaan dan pandangan pribadinya terhadap suatu materi/ proses pembelajaran [17]. Jurnal juga dapat membuat peserta didik bertanggung jawab dalam proses belajarnya karena dengan menulis jurnal akan mendorong peserta didik mengidentifikasi kelebihan dan kelemahan mereka [4,16].…”

Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review

“…Because this activity emphasizes accuracy, diversity, and growth in reflective thinking, the features of reflective writing facilitation, namely reflectivity, thoroughness, variety, and growth, are a primary concern in educational sciences. Classroom management, lecturer flexibility, and time management are all factors that encourage students to be improved cognitively and metacognitively by demonstrating class performance and reflective thinking (Barham et al, 2019). They can use reflective practice and metacognitive strategies to bridge the gap between theory and practice, while also promoting critical reflection, feedback efficacy, self-awareness, and evidence-based learning (Bruno & Dell'Aversana,2017).…”