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The usefulness of journals as a source of qualitative data in educational research was studied through journals kept by preservice teachers in an adolescent development course with a practicum component. Four journals were analyzed, two from preservice teachers assigned to project-centered classrooms and two from preservice teachers assigned to traditional classrooms. The journals of these practicum students show that these preservice teachers benefited from classroom experience and that the journals appeared to help them think about teaching, classroom activities, and teacher-student interactions. Practicum students assigned to project-centered classrooms described more intimate, and, it is argued, more meaningful interactions with students than those assigned to the traditional classrooms. No complicated coding strategy was needed to discern the difference between the two practicum experiences. The journals appeared to be an efficient and potentially rich source of data for research and evaluation questions. (SLD)

Descriptors: Data Collection, Experience, Higher Education, Practicums, Preservice Teachers, Qualitative Research, Research Methodology, Student Journals, Teacher Education











Autor: Giraud, Gerald

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9272&id=ED445097



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