Teacher professional diaries are teacher reflections on their own and their colleagues' observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers' reflective,…

This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflective journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the…

Reflectivity is regarded as an indispensable component of teacher education. Through a reflective teaching/learning model, pre-service teachers may have the opportunity to become a reflective practitioner and train their students in a more reflective fashion. With this in mind, 12 pre-service teachers were assigned to keep reflective journals for…

In this study, we investigate of science and technology pre-service teachers' opinions about the methods developed reflective thinking and we determined at the level of reflective thinking. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of…

Discusses the experiences of a group of teachers sharing their everyday teaching activities through the use of sketch journals, journals inscribed with insights, and drawings gleaned from the classroom, as a means to gather information and help teachers reflect on their learning. Suggests that sketch journals helped teachers find natural ways to…

This study investigated whether training in reflection improves the quality of beginning preservice teachers' pedagogical thinking. The most problematic element for the reflecting student is becoming aware of essential aspects and evaluating action. The study compared the effects of two types of reflective training on two groups of students. One…

Reflective teaching has been one of the three main goals of the preservice teacher education programs in the National Institute of Education, Singapore, since the late 1980s. A three-phase study, of which the first two phases are described, is examining how Singapore student teachers think about teaching in the preservice programs, how they…

Two teachers' experience with using reflective journals to help both teachers and students reflect on the teaching and learning processes is described. The technique was implemented in English-as-a-Second Language (ESL) classes in a Japanese university. Specific guidelines were established for students, and the journal format was a worksheet…