Analysis of a language teacher’s journal of classroom practice as reflective practice

Abstract

This study focuses on the keeping of a journal of classroom practice as a reflective practice by an elementary school English teacher for her professional growth and development. A total of 485 entries for 206 classes were written in one semester, and the most common issue on the journal entry was about students’ behavior. Two of the biggest challenges in writing a journal were time constraints and the lack the analysis of journal entries for better classroom practice. Three suggestions are made for effectively keeping a journal: constantly keeping a journal of classroom practice as reflective practice for professional growth; setting a clear focus and objectives; and, spending time with colleagues to analyze journal entries and make suggestions for professional growth.

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