Reflective journals and pre-service teacher education and NEP-2020: A critical analysis

Abstract

The present education system demands reforms and constructive planning to meet the changing needs resulting from the changing global scenario and technological evolution. National Education Policy (NEP-2020) is a commendable effort to address this need. It places the teacher at the center of the fundamental reforms of the entire system. According to NEP-2020, teacher education programs are expected to adapt to the evolving demands of school education and the global landscape. The teacher education system should engage in providing a facilitator who contributes to the overall development of students for the student community. Therefore, increasing the efficiency of the teacher is the key to meeting the challenges of the 21st century teaching and learning process in the digital scenario. Reflection is an essential aspect of the learning process. Deep reflection prompts deeper learning. Deep reflection is anticipated for pre-service teachers to become professional teachers and for lifelong learning. Reviewing existing practices in teacher education for reflective practices is significant. The use of reflective journals has been identified as an effective tool to promote reflection in pre-service teachers. Studies have been conducted to explore the benefits of the use of reflective journals and the various ways in which journals can be used and assessed in teacher education programs. The studies have identified ways and strategies for promoting reflective thinking among pre-service teachers. However, the focus of this literature review is on the issue of writing reflective journals in pre-service teacher education programs.