Reflective Journaling as a Tool in Teacher Training

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Pooja Verma

Independent Researcher

Uttar Pradesh, India

Abstract
Reflective journaling has emerged as a powerful pedagogical tool in teacher training, fostering deep self-awareness, professional growth, and continuous improvement of instructional practices. By systematically documenting experiences, emotions, and insights, prospective teachers cultivate critical reflective skills that underpin adaptive teaching in diverse classroom contexts. This manuscript investigates the efficacy of reflective journaling as a component of teacher education programs. An online survey was administered to 150 pre‑service teachers enrolled in a one-year postgraduate diploma in education (PGDE) program at a major Indian university.

The survey probed participants’ journaling frequency, depth of reflection, perceived impact on lesson planning and classroom management, and attitudes toward ongoing professional development. Quantitative analyses revealed strong positive correlations between journaling regularity and self‑reported instructional confidence (r = .67, p < .001), as well as between depth of reflection and adaptability to student needs (r = .59, p < .001). Qualitative responses highlighted themes of enhanced self‑efficacy, metacognitive awareness, and emotional regulation. The findings suggest that integrating structured reflective journaling assignments into teacher training curricula can significantly bolster reflective competence and teaching efficacy. Recommendations include scaffolded journaling prompts, peer‑review workshops, and faculty feedback cycles to maximize the pedagogical benefits of reflective practice.

Keywords
Reflective journaling; teacher training; professional development; reflective practice; pre‑service teachers

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