Journal Reflection and Writing by Practicum Students

We do not actually learn from experiences

as much as we learn from reflection upon experiences.
Posner, G. (1995) Field experience. A guide to reflective teaching . NY: Longman

Logistics of Journal Writing

Number: 1 per week
Length: variable
Location: keep in STE notebook or e-mail to university supervisor
Read by: PSU supervisor weekly

Your Journal is not: Your Journal is: ___________

1) A list of the day’s activities
2) An objective report
3) An overview of the day’s events
4) Asking “how, when, to what standard?”
5) Removed from your coursework
1) Selection of 1-3 specific events
2) A personal, introspective subjective account
3) A search for patterns and themes
4) Asking “Why?”
5) Connected to coursework through reflection
of PSU-taught theory and practicum site practice

The Importance of Reflection in Practice

“Critical reflection involves examining teaching experiences as a basis for evaluation

and decision making and as sources for change.” 1

“Reflection on and theorizing about their practice has led many teachers to dramatically
improve their way of working.”2

Purposes of Reflective Journaling

1. Events and ideas are recorded for the purpose of later reflection.3
2. The process itself triggers insights about teaching. Writing in this sense serves as a
discovery process.1
3. Engaging in reflective practice involves an ongoing process of solving problems and
reconstructing meaning.3
4. Reflective practice in teaching assumes the need to inquire and study patterns over
time – a stance towards inquiry.3
5. Reflective practice occurs within a social context.3

__________________________
References
1
Richards, J.C. & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
2
Carroll, M. (1994). Journal writing as a learning and research tool in the adult classroom. TESOL Journal, 4(1), 19-22.
3
Copeland, W., Birmingham, C., de la Cruz, E., Lewin, B., (1991). The reflective practitioner in teaching: Toward a research
agenda. Teaching and Teacher Education, 9(4), 147, 359.

Compiled 1/97 by Jayne Sowers, Ed.D.

Revised 12/01