Pathways to reflective learning and teacher development: insights from teacher trainees’ diaries
Teacher trainees going out to schools for their teaching practicum are often required to keep reflective diaries to help provide them with valuable insights into their own thoughts, beliefs and practices. Reflective writing is a form of authentic communication, more superior to talk as it helps sh...
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| Language: | English |
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penerbit ukm
2010
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| Online Access: | http://journalarticle.ukm.my/142/ http://journalarticle.ukm.my/142/ http://journalarticle.ukm.my/142/1/a.pdf |
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ukm-142 |
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ukm-1422016-12-14T06:26:33Z http://journalarticle.ukm.my/142/ Pathways to reflective learning and teacher development: insights from teacher trainees’ diaries Gurnam Kaur Sidhu, Sarjit Kaur, Teacher trainees going out to schools for their teaching practicum are often required to keep reflective diaries to help provide them with valuable insights into their own thoughts, beliefs and practices. Reflective writing is a form of authentic communication, more superior to talk as it helps shape our thinking. This process of shaping experiences are more explicit because writing requires great deliberation and word choice leading to more explicitness in expression. Call it ‘a humbling process’ or a ‘mirror of the mind’; learning diaries enable learners to take the private and individual learning journey towards self-development and self-realization. This study investigated the professional development of two teacher trainees who underwent a three-month long teaching practicum in Malaysian public schools. Data collected from the diaries were triangulated with open-ended interviews. The findings revealed that both students felt that their teaching practicum was a meaningful learning experience. Further probing indicated that through over critical reflection, one progressed from awareness of theoretical concepts to involvement and implementation, while the other was able to move onto higher levels of creation and transcendence where she could one day become a teacher to others. More importantly this reflective journey helped teacher trainees chart their beliefs and perceptions on the teaching and learning process and what future pathways they wanted to take. penerbit ukm 2010-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/142/1/a.pdf Gurnam Kaur Sidhu, and Sarjit Kaur, (2010) Pathways to reflective learning and teacher development: insights from teacher trainees’ diaries. Jurnal Pendidikan Malaysia, 35 (1). pp. 47-57. ISSN 0126-6020 / 2180-0782 http://pkukmweb.ukm.my/~jurfpend |
| repository_type |
Digital Repository |
| institution_category |
Local University |
| institution |
Universiti Kebangasaan Malaysia |
| building |
UKM Institutional Repository |
| collection |
Online Access |
| language |
English |
| description |
Teacher trainees going out to schools for their teaching practicum are often required to keep reflective diaries to
help provide them with valuable insights into their own thoughts, beliefs and practices. Reflective writing is a
form of authentic communication, more superior to talk as it helps shape our thinking. This process of shaping
experiences are more explicit because writing requires great deliberation and word choice leading to more
explicitness in expression. Call it ‘a humbling process’ or a ‘mirror of the mind’; learning diaries enable learners
to take the private and individual learning journey towards self-development and self-realization. This study
investigated the professional development of two teacher trainees who underwent a three-month long teaching
practicum in Malaysian public schools. Data collected from the diaries were triangulated with open-ended interviews. The findings revealed that both students felt that their teaching practicum was a meaningful learning experience. Further probing indicated that through over critical reflection, one progressed from awareness of theoretical concepts to involvement and implementation, while the other was able to move onto higher levels of creation and transcendence where she could one day become a teacher to others. More importantly this reflective journey helped teacher trainees chart their beliefs and perceptions on the teaching and learning process and what future pathways they wanted to take. |
| format |
Article |
| author |
Gurnam Kaur Sidhu, Sarjit Kaur, |
| spellingShingle |
Gurnam Kaur Sidhu, Sarjit Kaur, Pathways to reflective learning and teacher development: insights from teacher trainees’ diaries |
| author_facet |
Gurnam Kaur Sidhu, Sarjit Kaur, |
| author_sort |
Gurnam Kaur Sidhu, |
| title |
Pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| title_short |
Pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| title_full |
Pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| title_fullStr |
Pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| title_full_unstemmed |
Pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| title_sort |
pathways to reflective learning and teacher development:
insights from teacher trainees’ diaries |
| publisher |
penerbit ukm |
| publishDate |
2010 |
| url |
http://journalarticle.ukm.my/142/ http://journalarticle.ukm.my/142/ http://journalarticle.ukm.my/142/1/a.pdf |
| first_indexed |
2023-09-18T19:01:17Z |
| last_indexed |
2023-09-18T19:01:17Z |
| _version_ |
1777403090874400768 |