Words and labels used about a person inevitably have an impact, whether intended or unintended. This article discusses the need for intentional and overt, critical reflection and discussion in higher education regarding the language faculty and students use. The authors provide language examples commonly used in courses that could have varied…

This article is about the moving toward a new instruction style--a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the…

This research develops a narrative of incidents of intentional learning by students studying undergraduate economics as represented in their written reflective journals. The deliberate integration of learner reflection, reflective practice and reflective writing into the pedagogy may facilitate transfer learning (Sousa, 2006). Transfer has been…

Mentor development in higher education in Vocational Education and Training (VET) in Botswana is explored in this article. Changes in education policy require mentors to engage in individual as well as organisational change and transformation. Most studies focus on mentee development and the resulting organisational change but there is very little…

Brings together 25 years of experience of keeping journals, thinking about landscape, and attending Quaker meetings. Suggests that good writing happens not despite our "busyness," but rather because we have found ways to attend to our outward lives by attending to our inward lives. Considers how the journal becomes a doorway to the…

Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was…

Identified pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the first semester of a year-long professional program. Case studies of four preservice teachers found that no single pedagogical strategy was best, and students responded differently to different strategies.…

A teacher developing a method to teach spiritual care to nursing students over age 25 used a journal to record and reflect on experiences. The importance of a safe and open learning environment, use of adult-learning principles, and immediate recording of journal entries was underscored. (SK)

Examined how effectively journal writing promoted reflection among preservice teachers. Surveys, conversations, and interviews with educational psychology students required to write journal entries during the course indicated that most enjoyed the experience and considered it a valuable experience that helped them reflect on previous beliefs and…

This paper describes the use of reflection journals in a teacher education course with a field experience, analyzing and discussing the results of using these reflective journals. Information comes from Education 75 (ED 75), "The Teacher, the Learner, and the Curriculum," which is offered at a small, Texas, liberal arts institution. The…

Chronicled the use of journals in a required undergraduate educational psychology course, offering a template for incorporating response journals into educational foundations courses for preservice teachers, suggesting relevant prompts and evaluation methods, and summarizing preservice teachers' perceptions of and final responses to journals…

A university supervisor used a "Stages of Concern" activity to promote reflective practice in preservice teachers. She wanted to show student teachers early in the semester that changes could be predicted, followed, and charted through their practicum to assess professional growth. The "Stages of Concern" model provides an…

This paper reports on an action research study on the use of reflective practice by a teacher educator. It highlights how the teacher educator co-constructed knowledge with a doctoral student within reflective environments, examining teaching practices, and analyzed dialogic perspectives. Using journals as a primary means of reflection allowed the…

This study analyzed 42 preservice teachers' reflection levels during their Master of Education program. Participants completed three types of reflective journal writing (reflections on selected readings, class discussions, and early field and student teaching experiences). The 21 control students received a 30-minute orientation that provided…

Time pressures, meeting children's needs, dealing with nonteaching tasks, maintaining early childhood philosophy and practice, meeting personal needs, parent issues, interpersonal relationships, and attitudes and perceptions about early childhood programs were the major sources of stress that were identified in a study of eight Australian…