Early Childhood Preservice Teachers' Experiences with Reflective Journal Writing


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ŞAHİN F., ŞEN M., Dincer C.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, no.84, pp.93-114, 2019 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2019
  • Doi Number: 10.14689/ejer.2019.84.5
  • Journal Name: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.93-114
  • Keywords: reflective journals, reflective practice, early childhood, teacher education, EDUCATION, THINKING, VIDEO
  • Gazi University Affiliated: Yes

Abstract

Purpose: Reflective journal writing is considered as a form of reflective practice. The research studies suggested that journal writing allowed the teacher to reflect on their practices, improved their self-awareness and supported their professional development. Even though the research showed that journal writing as an effective tool for reflective practice, the need exists for the studies conducted in the area of early childhood teacher education. Thus, this qualitative study aims to gain a more in-depth understanding of early childhood preservice teachers' experiences with reflective journal writing.