Scaffolding or stifling? The influence of journal requirements on students' engagement in reflective practice

Oliver McGarr, Janet Moody

Research output: Contribution to journalArticlepeer-review

Abstract

This study aimed to examine student teachers' opinions of changes to reflective practice requirements during a five-week teaching practice placement as part of a one-year postgraduate initial teacher education programme. The results highlighted that prior to the changes, students saw little relevance in the reflective writing requirements while on teaching placement. Students saw the new requirements as more beneficial as they provided them with more time to reflect and greater opportunities to explore issues relevant to their professional development. Teacher educators need to consider carefully the reflective practice requirements of professional placements in order to ensure that they foster critical reflection and that students do not see them as mandatory paper exercises.

Original languageEnglish
Pages (from-to)579-591
Number of pages13
JournalReflective Practice
Volume11
Issue number5
DOIs
Publication statusPublished - Nov 2010

Keywords

  • Professional placements
  • Reflective journal
  • Reflective practice
  • Student teachers
  • Teacher education

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