Publications and Research

Document Type

Article

Publication Date

2009

Abstract

This paper explores the practice of keeping a reflective teaching journal to improve classroom instruction. Reflective practice and journaling have a rich tradition in the teacher education field. Accordingly, the teacher education literature provides the starting point for this case study of keeping a reflective teaching journal for library sessions given to first semester freshmen enrolled in a learning community. The journaling process proved useful by helping to improve instruction while also providing a mechanism to link theory with practice.

 
 

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