The use of reflective journal keeping in a teacher education program: a Popperian analysis

Abstract

This study explores the effectiveness of journal keeping as a means of developing reflective practice in pre‐service teachers using the Popperian knowledge‐building framework. The data focus on the entries of 28 pre‐service teachers. The issues identified by pre‐service teachers ranged from curricula to classroom management to assessment. The qualitative data suggest that the theoretical framework used in this study not only provides pre‐service teachers with a place to reflect on the identified problems but also allows them to use the information to formulate a tentative theory or solution to solve the problems.

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