From Practice to Writing: Using Reflective Journal Instruction in Enhancing Pre-Service Teachers’ Professional Development

Journal writing as a way of reflective instruction has now become popular in second/foreign language teacher education due to its contribution for educational development and instruction, yet little studies have been conducted about preservice teachers' reflection while teaching in a foreign classroom. This article investigates the experiences of 13 BSE majoring in English language teaching preservice teachers in reflective journal writing during their teaching practice in a foreign classroom. Drawing from qualitative data, the findings suggested that the participants perceived journal writing as a way reflective practice in three main ways: (a) pre-service teachers personal development, (b) pre-service teachers selfefficacy, (c) pre-service teachers professional formation. The study implicates that teacher education courses should incorporate journal writing as an explicit tool that serves as a reflection frame for teacher candidates' ongoing professional language learning and growth as practitioners in the field of language teaching.