When the Ink Runs Dry: Implications for Theory and Practice When Educators Stop Keeping Reflective Journals

In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals...

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Bibliographic Details
Published in:Innovative higher education 2014-11, Vol.39 (5), p.417-429
Main Authors: Dyment, Janet E., O’Connell, Timothy S.
Format: Article
Language:English
Subjects:
Education
Educational Technology
Higher Education
Journal Writing
Learning Processes
Music Education
Physical Education
Professional development
Reflection
Semi Structured Interviews
Teachers
Teaching Methods
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Summary:In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the “teaching as you’ve been taught” phenomenon, and the importance of lower levels of reflection in development as a professional.
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-014-9291-6