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

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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.

Document Type: Research Article


Affiliations: University of Ottawa, Canada

Publication date: February 1, 2006

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