Teaching Teachers to Think: Reflective Journaling as a Strategy to Enhance Students' Understanding and Practice of Academic Writing

Autor/in	Watson, Danielle
Titel	Teaching Teachers to Think: Reflective Journaling as a Strategy to Enhance Students' Understanding and Practice of Academic Writing
Quelle	In: Journal of College Teaching & Learning, 7 (2010) 12, S.11-18 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Writing Processes; Critical Thinking; Thinking Skills; Teaching Methods; Learning Processes; Teacher Education; Academic Discourse; Expository Writing; Reflection; Journal Writing; Education Majors; Bachelors Degrees; Reflective Teaching; Interviews; Feedback (Response); Content Analysis; Classification + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Discourse; Diskurs; Zeitschriftenaufsatz; 'Bachelor''s degrees'; Bachelor-Studiengang; Interviewing; Interviewtechnik; Inhaltsanalyse; Classification system; Klassifikation; Klassifikationssystem
Abstract	The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students' understanding of the different expository methods employed as part of the writing process. (Contains 5 tables.) (As Provided).
Anmerkungen	Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10