Fostering Preservice Reflection through Response JournalsReport as inadecuate

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Teacher Education Quarterly, v35 n1 p117-139 Win 2008

Journal writing is a kind of reflective writing that requires prospective teachers to construct knowledge through questioning their own assumptions about teaching and learning, and hence in line with the general direction of education reform in Hong Kong. This article describes a study that uses response journals as a tool for fostering reflection in an initial teacher preparation program in Hong Kong. The subjects are 13 prospective English teachers who received training to teach English (as a second language) in secondary schools in Hong Kong. The researcher seeks to investigate the use of journals with these prospective English teachers to find out what they write about, whether their journals display signs of reflectivity, and how they react to the journal writing experience. (Contains 1 table and 2 notes.)

Descriptors: English Teacher Education, Journal Writing, Educational Change, Foreign Countries, English Teachers, English Instruction, English (Second Language), Teacher Education Programs, Preservice Teacher Education, Preservice Teachers, Reflection

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Author: Lee, Icy


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