Innovative Higher Education

, Volume 39, Issue 5, pp 417–429 | Cite as

When the Ink Runs Dry: Implications for Theory and Practice When Educators Stop Keeping Reflective Journals

  • Janet E. Dyment
  • Timothy S. O’Connell


In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the “teaching as you’ve been taught” phenomenon, and the importance of lower levels of reflection in development as a professional.


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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of TasmaniaHobartAustralia
  2. 2.Department of Recreation and Leisure StudiesBrock UniversitySt. CatharinesCanada

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