dc.contributor.author |
Roodt, M. |
|
dc.contributor.author |
Niemann, S.M. |
|
dc.contributor.other |
Journal for New Generation Sciences, Vol 13, Issue 2: Central University of Technology, Free State, Bloemfontein, 2015 |
|
dc.date.accessioned |
2016-04-15T14:01:36Z |
|
dc.date.available |
2016-04-15T14:01:36Z |
|
dc.date.issued |
2015 |
|
dc.date.issued |
2015 |
|
dc.identifier.issn |
16844998 |
|
dc.identifier.uri |
http://hdl.handle.net/11462/769 |
|
dc.description |
Published Article |
en_US |
dc.description.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. |
en_US |
dc.format.extent |
486 877 bytes, 1 file |
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dc.format.mimetype |
Application/PDF |
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dc.language.iso |
en_US |
en_US |
dc.publisher |
Central University of Technology, Free State, Bloemfontein: Journal for New Generation Sciences |
|
dc.relation.ispartofseries |
Journal for New Generation Sciences;Vol 13, Issue 2 |
|
dc.subject |
Psychosocial development |
en_US |
dc.subject |
Journal writing |
en_US |
dc.subject |
Reflective practice |
en_US |
dc.subject |
Living theory |
en_US |
dc.subject |
Student teacher development |
en_US |
dc.title |
Journal writing for the academic and psychosocial development of student teachers : an action research project |
en_US |
dc.type |
Article |
en_US |
dc.rights.holder |
Journal for New Generation Sciences |
|