Case Studies of the Dialogue Journal in Multicultural Education. Working Draft.

Autor/in	McFarland, Katherine
Titel	Case Studies of the Dialogue Journal in Multicultural Education. Working Draft.
Quelle	(1992), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Case Studies; Dialog Journals; Education Courses; Elementary Education; Higher Education; Interpersonal Communication; Journal Writing; Multicultural Education; Preservice Teacher Education; Reflective Teaching; Student Journals; Teacher Education Programs; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fortbildungskurs; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Zeitschriftenaufsatz; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Studentenzeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined reflective writing as a vehicle for learning through the use of dialogue journals to synthesize relevant classroom materials and help students examine multicultural issues. Thirty-one elementary education students enrolled in a course titled "Foundations of Education in a Multicultural Society" participated in the study. The dialogue journals are analyzed in terms of literal understanding, lack of understanding, self in context, evaluation, implementation, new insights, and heightened awareness, with eight case studies summarized in detail. Analysis showed that students preferred to write showing literal understanding, while they less frequently explored issues in terms of new insights and heightened awareness. Many students reported having trouble finding the time for the journals. The expected written conversation between student and instructor did not happen, as the instructor's feedback questions seemed to encourage reflection rather than written response; still some students found the journal a valuable way to communicate one-on-one with the instructor. The journals did not hold the same value for all students, though the journals were perceived by all students as a safe environment in which to vent frustrations and explore feelings. Some students seemed to lack an understanding of reflection and never went beyond a literal level in their journals. Based on the findings, the following conclusions are suggested: (1) the dialogue journal has the capability to allow both the preservice teacher and teacher educator to work together closely; (2) trust is an important element in the collaboration between teacher educator and student; (3) students need a definition of reflection and should be taught how to use reflection in their journals; and (4) the dialogue journal provides an important voice for the preservice teacher to share thoughts one-on-one with an interested listener. Specific recommendations and suggestions for using dialogue journals are included. (Contains 33 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC