Skip to main content

The use of reflective journal keeping in a teacher education program: a Popperian analysis

Buy Article:

$47.50 plus tax (Refund Policy)

This study explores the effectiveness of journal keeping as a means of developing reflective practice in pre-service teachers using the Popperian knowledge-building framework. The data focus on the entries of 28 pre-service teachers. The issues identified by pre-service teachers ranged from curricula to classroom management to assessment. The qualitative data suggest that the theoretical framework used in this study not only provides pre-service teachers with a place to reflect on the identified problems but also allows them to use the information to formulate a tentative theory or solution to solve the problems.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of Ottawa, Canada

Publication date: 01 February 2006

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more