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

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Abstract:

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

DOI: http://dx.doi.org/10.1080/14623940500489757

Affiliations: University of Ottawa, Canada

Publication date: February 1, 2006

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routledg/crep/2006/00000007/00000001/art00008
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