Exploring Pre service teachers’ perceptions on Reflective Journalling during Internship

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