Enhancing quality of student teachers’ practices through reflective journal writing during school practice
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Date
2010
Authors
Ezati, Betty Akullu
Ocheng, Mary K.
Ssentamu, Proscovia N.
Sikoyo, Leah N.
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This paper explores the role of journal writing in enhancing student teachers’ learning during school
practice. It analyses data from 22 student teachers’ journals and 23 questionnaires. The study focuses
on the areas that student teachers reflected on most, the nature of their reflection and the extent to which
previous experiences informed their subsequent reflection and learning. Findings showed that student
teachers frequently reflected on handling indiscipline issues, procedures and outcomes of supervision,
but less on their own learning. Inadequate reflection on their learning suggests that journal writing
has not yet sufficiently promoted student teachers’ professional growth. Generally, the examination and
cultural orientation in the Ugandan society influence student teachers’ journal writing. Finally, the paper
proposes strategies for improving journal writing in order to enhance the potential of students learning
from reflection during school practice.
Description
Keywords
Reflective practice, Professional growth, Journal writing, School practice, Uganda
Citation
Ezati, B. A., Ocheng, M. K., Ssentamu, P. N., & Sikoyo, L. N. (2010). Enhancing quality of student teachers’ practices through reflective journal writing during school practice. Perspectives in Education, 28(2), 31-40.