Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

Al-Karasneh, Samih

doi:10.1111/ejed.12084

Cited by 12 publications

(9 citation statements)

References 28 publications

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“…Journal writing is characterized as a form of reflective practice (Al-karasneh, 2014;Bain et al, 2002;Farrell, 2013;Lee, 2008;Pavlovich, 2007;Pedro, 2005;Uline, Wilson, & Cordry, 2004;Valli, 1997;Yost et al, 2000). In other words, it is seen as a "device for working with events and experiences to extract meaning from them" (Boud, 2001, p. 9).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Sahın¹,

Şen²,

Dinçer³

2019

EJER

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Purpose: Reflective journal writing is considered as a form of reflective practice. The research studies suggested that journal writing allowed the teacher to reflect on their practices, improved their selfawareness and supported their professional development. Even though the research showed that journal writing as an effective tool for reflective practice, the need exists for the studies conducted in the area of early childhood teacher education. Thus, this qualitative study aims to gain a more in-depth understanding of early childhood preservice teachers' experiences with reflective journal writing.Research Methods: This study is a qualitative study focusing on the experiences of Turkish preservice

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Section: Introductionmentioning

confidence: 99%

Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Sahın¹,

Şen²,

Dinçer³

2019

EJER

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Section: Introductionmentioning

confidence: 99%

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Ünlü¹,

Dökme²

2017

EJER

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The purpose of the study is to determine the effect of gender and class level on science teacher candidates' epistemological beliefs and critical thinking disposition, as well as examine the relationship between these two dependent variables.Research Methods: This study was designed as a descriptive survey. Participants were 447 students majoring in science education. The data for the epistemological beliefs was collected with the Scale of Epistemological Beliefs (SEB); data for critical thinking disposition was collected with the California Critical Thinking Disposition Inventory (CCTDI). The data was evaluated in SPSS with a Mann Whitney U, Kolmogorov-Smirnov, and two variable correlation. Findings The study found that female students had more developed epistemological beliefs than their male counterparts. Students' SEB and CCTDI scores also exhibit a moderate positive correlation. The students' epistemological beliefs and critical thinking dispositions did not vary regularly by class level.

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“…Journal writing is a tool used to assist pre-service teachers to reflect and assess their current practice (Goker, 2016). By putting their thoughts, feelings, expressions, and reflections into writing, these teachers are able to 1) examine the current progress in their study, 2) consider alternatives to solve their problems, and 3) source new knowledge and methods to improve on their study (Al-karasneh, 2014;Goker, 2016). In this study, participants are required to write regular reflective journal twice a month and send it to me via e-mail.…”

Section: Data Collectionmentioning

confidence: 99%

“…Each participant wrote six to nine journal entries. I provided the pre-service music teachers with broad guidelines on how to write a reflective journal, which was adapted from previous research studies (Al-karasneh, 2014;Goker, 2016):…”

Section: Data Collectionmentioning

confidence: 99%

Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

Shin¹

2020

MJM

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This aim of this study is to investigate the perspectives of Korean pre-service music teachers on self-directed thesis seminar conducted in the graduate teacher education program. This research focused on 1) the attitude of pre-service music teachers towards self-directed thesis seminar and 2) the impact of self-directed thesis seminar on the progress of the pre-service music teachers’ performance. Ten pre-service music teachers participated in the researcher’s thesis seminar. The results demonstrated that most of the participants were anxious and insecure in managing the various educational resources as well as monitoring the progress of their study. However, the self-directed thesis seminar has indirectly provided the participants with a new learning environment to manage their own goals, initiate their own learning, and responsible for their own progress and outcomes. The findings also showed that collaborative learning is essential as an instructional approach in self-directed learning to enable the participants to share their views from different perspectives and develop critical thinking.

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Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

Cited by 12 publications

References 28 publications

Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing

Science Teacher Candidates’ Epistemological Beliefs and Critical Thinking Disposition

Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

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