Resumen

SEGALO, Letlhoyo  y  DUBE, Bekithemba. PGCE students' learning through reflective journaling during teaching practice: An exploratory study. S. Afr. j. educ. [online]. 2022, vol.42, n.2, pp.1-8. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v42n2a1956.

In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers' journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students' reflective journals. We found that students' reflective journals are important tools that shape student teachers' professional identities during teaching practice. Furthermore, we found that student teachers' journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.

Palabras clave : learning; pedagogical content; Post-Graduate Certificate in Education; reflective journals; University of Technology.

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