Writing reflective journals

ELT 750 TEACHER COGNITION IN ACTION

Stefan Rathert

WRITING REFLECTIVE JOURNALS

OVERVIEW

What are reflective journals? the rationale behind reflective journals forms of reflective writing benefits of reflective journals

What procedures are there for keeping reflective journals? journal format and journal keeping routines reflection questions to provide a focus exploiting the data

WHAT ARE REFLECTIVE JOURNALS?

“A journal is a teacher's or a student teacher's written response to teaching events” (Richards and Lockhart, 1996, p. 7).


a response

a record of events

a way of triggering insights

reflection of an experience


the study of language learning how is second

language acquired? how do learners

perceive learning?

teacher cognition how do teachers

develop professionally?

how do teachers perceive their own teaching?

Reflective journals are used for

Reflective journals are instruments of classroom observation.

WHAT ARE REFLECTIVE JOURNALS?Distinctions in terminonolgy (I)

journalistic writing: description of events analytical writing: focus on specific

events reflective writing: retrospective introspective writing: examining

thoughts and feelings

WHAT ARE REFLECTIVE JOURNALS?Distinctions in terminonolgy (II)

objective record of information

record of events

expression of thoughts, ideas and feelings

logs diary journal

record of events

interpretations

professional reflection

analysis evaluation planning

WHAT ARE REFLECTIVE JOURNALS?Distinctions in terminonolgy (III)

freedom in deciding what to focus on

Open-ended journal entries

Assigned journal entries

requirement to write about specific issues

no written response from reader

Monologue journal format Dialogue journal format

written response from reader


choice of system of journaling depends on: purpose of research teacher’s readiness/experience of

journal writing reflective thinking level (technical –

contextual – dialectical)

JOURNAL WRITING IS A MEANS OF …

analyzing and reasoning

through a dilemma

enhancing development

and

reflection

promoting growth in critical analysis of teaching

promoting awareness of relationships between educational psychology and practical experience

JOURNAL WRITING IS A MEANS OF …

systematically reflecting on self-development

and on actions within

classroom and

work contents

practicing

reflective inquiry

building

understanding by writing what is learned

linking understanding with classroom practice

WHAT PROCEDURES ARE THERE FOR KEEPING REFLECTIVE JOURNALS?

journal format and journal keeping routines

reflection questions to provide a focus exploiting the data


Journal format and journal keeping routines: date and time of entry brief sequencing of the events of the day detailed focus on one or two episodes analysis and evaluation: possible

explanations for event; impacts on teaching


Journal format and journal keeping routines: entries done regularly – set aside regular

time and place as soon as possible following the event entries are uncensored accounts of

teaching or learning experience style, grammar or organization are not the

main concerns keep diary in a safe, secure place


reflection questions to provide a focus include: questions about your teaching questions about observable student

behaviour questions about the current state of

professional development


exploiting the data analysis by diarists themselves: “primary”,

“direct” or “introspective” analysis analysis by someone else: “secondary”,

“indirect” or “non-introspective” analysis delay analysis until substantial account of

data has been collected analyze for patterns and significant events


exploiting the data revise ‘raw’ accounts for public

consumption document and discuss the factors

appearing important in teaching/learning

REFERENCES:

Borg, S. (2006). Teacher cognition and language eduacation. Research and practice. London: Continuum.

Nunan D. and Bailey K. M. (2009) Exploring Second Language Classroom Research - A Comprehensive Guide. Boston: Heinle Cengage Learning

Richards, J.C. and Lockhardt, C. (1996). Reflective Teaching in Second Language Classroom. New York: CUP.

Ruso, N. (2007). The influence of task-based learning on EFL classrooms. Asian EFL Journal, 18. Retrieved April9, 2012 from: http://www.asian-efl-journal.com/pta_February_2007_tr.pdf

Taggart, G.L. and Wilson A.P. (2005). Promoting Reflective Thinking in Teachers. 50 Action Strategies. Thousand Oaks, California: Corwin Press

Thank you very much for your attention.

Education

Writing reflective journals