Written Journal to Promote Reflective Thinking Among Pre-Service Teachers
Yee Bee Choo1, Tina Abdullah2, Abdullah Mohd Nawi3

1Yee Bee Choo, Department of Language, Institute of Teacher Education Tun Hussein Onn Campus, Johor, Malaysia.
2Tina Abdullah, Language Academy, Universiti Teknologi Malaysia, Johor, Malaysia.
3Abdullah Mohd Nawi, Language Academy, Universiti Teknologi Malaysia, Johor, Malaysia.
Manuscript received on 16 June 2019 | Revised Manuscript received on 11 July 2019 | Manuscript Published on 17 July 2019 | PP: 589-593 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A10960581C219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: Journal writing is a common practice for preservice teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty preservice teachers who carried out a micro-teaching session in a children’s literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.
Keywords: Written Journal, Reflective Thinking, Pre Service Teachers.
Scope of the Article: Social Sciences