PRE-PRIMARY STUDENT TEACHERS’ PERCEPTIONS ON REFLECTIVE JOURNALING

Abstract

Reflection contributes substantially to the development of one’s personality, professional growth, and the enrichment of knowledge. By incorporating reflective practices, individuals and institutions make better informed, impactful contributions to their specific areas, as well as improve their overall wellbeing. This research study employs qualitative methodology to investigate and describe the perceptions of 14 final-year student teachers of pre-primary education regarding the reflective journal writing as an educational tool and a means to fostering reflective thinking skills within the context of their practicum. In order to gain a comprehensive understanding of the phenomenon in question, we employed a qualitative, contextual, explorative, and descriptive research design. While the study served as a platform to begin reflective practices, the findings of our research indicate that the study participants had positive and negative perceptions on reflective journal writing. Data show us that they perceived reflective journal writing to be a beneficial practice, with many citing its value in facilitating personal growth and self-awareness, as well as in promoting intellectual development. We argue that explicit, strategic pedagogical intervention, accompanied by dynamic resources, is indispensable for the successful, widespread adoption of reflective practices in higher education, primarily for student teachers.