One journal : Two voices

Year: 1997

Author: Maloney, Carmel, Campbell-Evans, Glenda

Type of paper: Abstract refereed

The art of journal writing has been increasingly included in teacher education programmes as a means of reflective practice. Although minimal research evidence exists to substantiate the effectiveness of journal writing as a tool for enquiry, Knowles and Holt-Reynolds (1991) suggest that journal writing is valuable when it "becomes interactive, shared with others as a dialogue such as what we, as teacher educators and preservice teachers interact in the pages of journals".

This paper reports phase two of a project and explores the interactive nature of journal writing between student teachers and university teachers. Whilst building upon a framework for journal analysis, an outcome of Phase one, part two of the project provides opportunities for further investigation into the respondents 'place' in the process of journal writing. Phase two data were drawn from two sources; survey and interviews. The survey focussed on issues such as how the journal was used, what it contributed to student learning, and the interactive process of journal writing. The primary purpose of the interviews was to identify the strategies university teachers used as journal respondents which contributed to students' learning about teaching.

Through content analysis themes, concepts and meanings regarding the role and the impact of respondents during interactive journalling have been explored.