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Change in knowledge of learning and teaching through journal writing

Dart, Barry C., Boulton-Lewis, Gillian M., Brownlee, Joanne M., & McCrindle, Andrea R. (1998) Change in knowledge of learning and teaching through journal writing. Research Papers in Education, 13(3), pp. 291-318.

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Abstract

This paper focuses on the analysis of learning journals maintained by 27 Graduate Diploma in Education students while undertaking a 1-year course of study in a subject in human development and learning. The learning journals yielded four types of information: (1) students' perceptions of the subject (its structure, style, assessment); (2) students' understandings of and reflections on the theoretical content presented in the subject (informed knowledge); (3) students' connection of theory with practical teaching experiences; and (4) indications of their development as learners and teachers. Analysis of this information indicated students' movement from naive to informed views on teaching and learning through declarative (knowing what) and procedural (knowing how) knowledge about teaching and learning in the early parts of the subject to conditional knowledge (knowing when and why) through the remainder of the subject. Students tended to see theory as being unrelated to practice until the first practice teaching session when many students' journal entries exhibited evidence of theory and practice becoming connected. Journal entries during the second practice teaching experience provided extensive evidence of the development of conditional knowledge. There is also substantial evidence of students developing meta-cognitive thinking through the course of the subject.

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ID Code: 12298
Item Type: Journal Article
Additional Information: For more information, please refer to the journal’s website (see hypertext link) or contact the author.
DOI: 10.1080/0267152980130305
ISSN: 1470-1146
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1998 Taylor & Francis
Copyright Statement: First published in Research Papers in Education 13(3):pp. 291-318.
Deposited On: 05 Feb 2008
Last Modified: 20 Mar 2013 11:04

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