Faculty of Education, National University of Malaysia (UKM)
This study examined the reflective journal entries of 42 trainee
teachers who underwent teaching practicum in schools in Malaysia.
The study investigated the types of reflections, strategies or
stance used, and perceptions of the trainees toward reflective
journal writing. The findings of the study indicated that the
trainee teachers were engaged in Descriptive Reflection (DR),
Dialogic Reflection (DIAR), Descriptive Writing (DW) and Critical
Reflection (CR), respectively. In their summary of the journal
writing experience, approximately 77 per cent of the trainees stated
that the task assisted them in evaluating their teaching methods,
strengths and weaknesses, awareness of their own teaching, problems
in teaching, and identifying materials and aids for their teaching.
An implication of the study is to provide explicit training of the
use of reflective journals in teacher training. In addition,
practising teachers should be encouraged to use reflective journal
writing as part of their daily professional teaching experience.
Teacher trainee, reflective journals, reflective
writing, strategies, reflection