Abstract:

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.

Keywords:

Journal writing, psycho-social development, student teachers, English.