Abstract:
This study explored reflective journals as a means to enable students to take a more active role in their learning to understand their own psychosocial growth towards maturity. This article presents the author's living journey to explore the value of journal writing in the identity formation of third year student teachers. In this article, the researcher makes a case that her own values of involvement in the personal lives of students may have contributed to facilitating the emotional growth of her students. In the process, they learnt to write about their emotions and feelings and to come to grips with unpleasant experiences in their lives. They also learnt that reflection could support their professional growth as teachers.
