Five Perspectives on Reflective Journaling

Autor/inn/en	Boden, Carrie J.; Cook, Deborah; Lasker-Scott, Tennille; Moore, Sylvia; Shelton, Debbie
Titel	Five Perspectives on Reflective Journaling
Quelle	In: Adult Learning, 17 (2006) 1-4, S.11-15 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Education Courses; Adult Education; Teaching Methods; Journal Writing; Student Journals; Teaching Experience; Reflection; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Fortbildungskurs; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Studentenzeitung; Bildungspraxis; Lehrstrategie
Abstract	It has long been posited in the field of adult education and elsewhere that reflection is an integral part of one's teaching practice and as well as a beneficial learning tool for students. It was with this orientation to practice that Dr. Carrie J. Boden started her first year of teaching in the Adult Education Masters Degree Program at the University of Arkansas at Little Rock. Being new to the program and the 60-some advisees, she envisioned using reflective journaling in the graduate courses, not only as a way to improve student learning, but also as a means to conduct an informal baseline assessment of the students' knowledge in the program, to diagnose their learning needs, and to learn about their personal and professional goals. In the Foundations of Adult Education course, she assigned weekly learning journal entries in which the students were to chronicle their insights, agree or disagree with course materials, relate new information to previous experiences, record their reflections, and/or ask questions. The students were also encouraged to make connections between the course materials and their current or future teaching practices. While sometimes "starter prompts" or topics were assigned, the students were not required to write "only" about these items. They were encouraged to focus on their own learning patterns and would be given full credit for any journal entry that in some way dealt with the course topics. The journal entries were presented as "low-stakes" writing experiences. This article presents reflections, written several months after the end of the Foundations of Adult Education course, that show reflective journaling has had a lasting effect. (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10