Writing Response Journals: What Do Pre-Service Teachers Think?

Autor/in	Lee, Icy
Titel	Writing Response Journals: What Do Pre-Service Teachers Think?
Quelle	In: Education Journal, 34 (2006) 1, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1025-1936
Schlagwörter	Feedback (Response); Preservice Teacher Education; Journal Writing; Teacher Education Programs; Preservice Teachers; Student Journals; Questionnaires; Interviews; Student Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Zeitschriftenaufsatz; Studentenzeitung; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten
Abstract	In this study, 13 pre-service teachers who were enrolled on a teacher education program wrote weekly journals in response to issues discussed in class over two semesters that lasted 20 weeks. They submitted the response journals three times in the first semester and two times in the second semester, and the instructor read and provided feedback on the journal entries each time they were collected. At the end of the academic year, the pre-service teachers completed a questionnaire and were interviewed individually to seek their views of journal writing. They were also asked to reflect on the journal writing experience in the last journal entry. The three sources of data together show that journal writing was seen as a beneficial experience, fostering reflective thinking and helping the pre-service teachers develop better understanding of teaching and learning issues discussed on the teacher education program. (As Provided).
Anmerkungen	Chinese University of Hong Kong. Room 204 Ho Tim Building, Hong Kong Institute of Educational Research, Sha Tin, New Territories, Hong Kong. Tel: 852-2609-6999; Fax: 852-2603-6850; Web site: http://www.fed.cuhk.edu.hk/~hkier
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10