Reflective Journal Writing: Attitudes of Pre-Service Teachers

Abstract

In teacher education, reflective journal writing is viewed as a learning tool that bridges the gap between new and existing information. A sustained reflective practice and journal writing builds the capacity of the preservice teacher and equips them with desirable pedagogical skills and knowledge. The objective of the study was to assess the attitudes of pre-service teachers towards reflective journal writing. A total of 252 Diploma in Basic Education final year students of Presbyterian College of Education participated in the study. The journal entries written by the teachers every week were used as the primary source of data for the study. Data from the journals was augmented by an interview conducted on the conveniently selected pre-service teachers. A set of assessment criteria was used to evaluate the journal entries made by the teachers. The study found that pre-service teachers in Ghana have a negative attitude towards reflective journal writing. Preservice teachers perceive reflective journal writing as an exercise that adds to their workload hence unable to undertake the practise religiously.

Citation: Arthur, C. and Arthur, T. S. (2021). Reflective Journal Writing: Attitudes of Pre-Service Teachers.

International Journal of Technology and Management Research (IJTMR), Vol. 6 (1): Pp.129-138.

Received: March 21, 2021
Accepted: September 1, 202