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ERIC Number: EJ1406776
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
Personal Reflective Diaries with Group-Friendly Criticism: Empowering Pre-Service Teachers
Anat Abramovich; Hadas-Shelly Huber
Teacher Development, v28 n1 p122-140 2024
The study examined the effect of the use of 'personal reflective diaries' and 'group-friendly criticism' to assess professional development and self-empowerment among 47 Israeli final-year pre-service teachers in a seminar course, and later on, perceptions and insights during their practicum and their internship year. Content analysis of holistic summations, a questionnaire, and interviews yielded two participant types: 'purposeful' and 'late bloomer.' For both, four main themes emerged: (1) ability to face difficulties; (2) teaching and class management strategies; (3) beliefs and insights about the teacher's role; and (4) sense of efficacy. Participants stated that fear and uncertainty had turned into satisfaction and empowerment, with growing empathy towards their students. Overall results showed that in-depth focus on one difficulty while using reflective diaries together with group-friendly criticism helped both types of participants deal with their difficulties successfully, while developing strategies and insights for their future as teachers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A