Flinders University, South Australia
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This article highlights the potential influence of reflective
writing upon the emergence of a professional identity during
pre-service teachers' practicum placements. Links between reflective
writing and identity formation were made during a project which
required pre-service teachers to reflect upon their responses to, and
observations of, a number of broad elements of the teaching
environment both within the classroom and in the wider school context.
The author reports on this small study involving teacher education
students at Flinders University in South Australia and makes
recommendations which could enhance the value of reflective writing as
a personal and professional development tool.
Professional identity, teacher education, practicum,
reflective writing, pre-service teacher