@misc{10481/110647,
year = {2025},
month = {9},
url = {https://hdl.handle.net/10481/110647},
abstract = {The  descriptive  study  aimed  to explore  the  perceptions  and  experiences  of  preservice  teacher trainees regarding reflective journaling as a tool for professional and personal development. A total of  136  preservice  teachers  (89  females  and  47  males)  from  science  (63.3%)  and  humanities (36.8%) backgrounds, enrolled in B.Ed., B.Sc.B.Ed., and B.A.B.Ed. programs, participated in the study. Data were collected using a questionnaire with both closed and open-ended questions. The trainees maintained weekly reflective journals during a 16-week internship, guided by structured prompts  focusing  on  lesson  planning,  execution,  and  evaluation.The  findings  revealed  that reflective   journaling   significantly   enhanced   self-awareness,   classroom   management   skills, instructional  planning,  and  interpersonal  relationships.  Trainees  developed  stronger  problem-solving  and  decision-making  abilities,  adaptedtheir  teaching  strategies  based  on  student  needs, and  improved  their  communication  and  collaboration  with  peers  and  mentors.  The  open-ended responses  highlighted  the  evolution  of  participants  into  reflective  practitioners  who  are  more empathetic,  confident,  and  responsive  to  diverse  classroom  dynamics.  Reflective  journaling emerged  as  a  powerful  practice  for  bridging  theory  and  practice  in  teacher  education,  fostering continuous professional growth and transformation},
publisher = {Universidad de Granada},
keywords = {Reflective journals},
keywords = {Preservice teachers},
keywords = {Teacher education},
title = {Exploring Pre service teachers’ perceptions on Reflective Journalling during Internship},
doi = {10.48047/jett.2025.16.06.11},
author = {Sridevi, K V and Jeena, K G},
}