Reflection through Writing

Abstract

Journal writing can provide teachers with a written record of various aspects of their practice such as classroom events in which they can later review and can thus assist them in gaining a deeper understanding of their work (Farrell, 2004). In addition, teaching journals can be used as a way to explore the origins and implications of a teacher’s beliefs about language teaching (and learning), and as a way of documenting a teacher’s classroom practices (Richards and Farrell, 2005). This chapter outlines what the three teachers wrote about during the two-year reflective period. We defined writing as a sit-down formal reflection time that could occur at any period during the reflective period and it was conducted on a computer. At the first group meeting all three teachers agreed that in general each would keep an ongoing journal account of their experiences during the period of the group’s existence. They agreed at the beginning that they could write about anything, whenever they wanted, but they also agreed to write at least one entry after an “event” was experienced; an “event” was to include a class observation and/or discussion, and a group meeting. All three teachers wrote many journal entries and despite their very busy schedules had lots to write about concerning their practice. As with my recommendations presented at the beginning of the previous chapter I hope teachers can also compare the findings from the teachers’ journals with their own teaching experiences.