About this paper

Appears in:
Pages: 976-982
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

JOURNAL WRITING FOR THE ACADEMIC AND PSYCHO-SOCIAL DEVELOPMENT OF STUDENT TEACHERS: AN ACTION RESEARCH PROJECT AT A HIGHER EDUCATION INSTITUTION

M. Roodt

Central University of Technology, Free State (SOUTH AFRICA)
The curriculum for teacher training invariably focuses on academic education (subject knowledge), theoretical knowledge about teaching and education, as well as some practical training in a school environment. One aspect that is usually not addressed explicitly is the emotional growth of such students. Discovering emotions, feelings, interdependence, and achievements are part of a college student’s transition and exploration in establishing identity and developing characteristics of a mature adult. Students are not given the opportunity to learn to reflect on their academic and psycho-social journey during the years of study. Reflection is widely regarded as a “special form of thought”, and is perceived as an effective way to solve real problems. Reflection has come to be widely recognized as a crucial element in the professional growth of teachers. Journal writing is regarded as an effective way of facilitating reflective thinking. Reflective journals contribute to getting students take a more active role in their learning and come to grips with their own psycho-social growth towards maturity. The focus of this study is on journal entries written by third year B.ED students (FET phase) who take English as one of their major subjects. The aim is to determine whether these entries can assist the students in learning how to reflect, not only on academic issues, but also on their psychological and social problems and growth. It is against this background that this study seeks to use an action research approach to guide the students in their journal writing and construct a framework to include journal writing as an aspect of the English Didactics curriculum.
@InProceedings{ROODT2011JOU,
author = {Roodt, M.},
title = {JOURNAL WRITING FOR THE ACADEMIC AND PSYCHO-SOCIAL DEVELOPMENT OF STUDENT TEACHERS: AN ACTION RESEARCH PROJECT AT A HIGHER EDUCATION INSTITUTION},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {976-982}}
TY - CONF
AU - M. Roodt
TI - JOURNAL WRITING FOR THE ACADEMIC AND PSYCHO-SOCIAL DEVELOPMENT OF STUDENT TEACHERS: AN ACTION RESEARCH PROJECT AT A HIGHER EDUCATION INSTITUTION
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 976
EP - 982
ER -
M. Roodt (2011) JOURNAL WRITING FOR THE ACADEMIC AND PSYCHO-SOCIAL DEVELOPMENT OF STUDENT TEACHERS: AN ACTION RESEARCH PROJECT AT A HIGHER EDUCATION INSTITUTION, EDULEARN11 Proceedings, pp. 976-982.
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