Learning reflections of PGCE students through reflective journals: An exploratory study

Abstract

In this study reflective journals of Post-Graduate Certificate student teachers are explored to determine the new learning they have acquired after their school based learning. Reflection is a process of reviewing an experience of practice in order to analyse it for the purpose of improvement. In this way, reflective journals could be viewed as a tool that mould and harness the professional development of student teachers.  Based on this view, it could be surmised that the reflection of journals of the student teachers should be assessed in such a way that they could assist the pedagogical content taught at the University of Technology and not be treated in isolation. The study used a qualitative research approach of a purposively selected group of 10 PGCE students’ reflective journals. The study revealed that students’ reflective journals are important tools that shape the professional identities of student teachers as communities of practice.