Using a Written Journal Technique to Enhance Inquiry-based Reflection About Teaching
The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflec tion regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling
with Questions, Quotes and Reflections (Double Q R) or Connections or Decisions and Extensions (ICED). All written journal entries were examined using the Pedagogical Model of Inquiry. Results indicated that the Double Q R technique was superior to the ICED technique in generating inquiry-based
reflection. These preliminary findings support the use of inquiry-based reflection not only during field experiences, but while reading course textbook content to increase inquiry-based reflec tion as measured by the Pedagogical Model of Inquiry.
Document Type: Research Article
Affiliations: 1: University of Houston Victoria School of Education and Human Development 2: University of Houston Victoria School of Arts and Sciences
Publication date: 01 March 2018
Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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