Diary-writing in an educational context has become a popular technique, with several different types of application. it has now been used quite widely in both language teaching and in teacher training. However, despite its reported advantages in both teaching and research, there are not many diary studies available based on the writing of experienced language teachers. This paper examines the diaries of four teachers working on the same language programme in terms of a variety of topic headings, and suggests that diary-writing can be a useful tool for both classroom research and personal–professional development.
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Jo McDonough (1994) studied this question.