eCite Digital Repository
When the ink runs dry: Implications for theory and practice when educators stop keeping reflective journals
Citation
Dyment, JE and O'Connell, TS, When the ink runs dry: Implications for theory and practice when educators stop keeping reflective journals, Innovative Higher Education, 39, (5) pp. 417-429. ISSN 0742-5627 (2014) [Refereed Article]
Copyright Statement
Copyright 2014 Springer
DOI: doi:10.1007/s10755-014-9291-6
Abstract
In this article we report on a study that explored educators’ past and current use of
reflective journals and if and how these practices influence their pedagogical use of such
journals with their own students. We conducted semi-structured interviews with 8 educators
who had kept reflective journals in the past but were no longer doing so; however, they
require their own students to keep journals. Several interesting themes emerged including the
temporal relevance of using reflective journals in professional practice, the significance of
alternative methods of reflection, implications of the "teaching as you’ve been taught"
phenomenon, and the importance of lower levels of reflection in development as a
professional.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | reflection, education |
| Research Division: | Education |
| Research Group: | Education systems |
| Research Field: | Higher education |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Dyment, JE (Associate Professor Janet Dyment) |
| ID Code: | 97314 |
| Year Published: | 2014 |
| Deposited By: | Education |
| Deposited On: | 2014-12-10 |
| Last Modified: | 2017-12-14 |
| Downloads: | 0 |
Repository Staff Only: item control page