Reflective writing: Integrating theory and practice

Concerns about the theory-practice gap have led to an increased interest in integrating aspects of practice into the curriculum and in promoting reflection on that practice. Reflective writing involves a person in active questioning and accepting or rejecting what is experienced or communicated. It involves linking the new information with their prior knowledge and generating new understandings and knowledge as a result.

One way in which reflective writing is promoted is through the use of diaries and student journals. Using journals can help students become “better thinkers who probe deeper into both professional literature and their own … ideas and actions” (Surbeck, Han & Moyer, 1991, p. 27). Student journals can also provide a tutor with insights into a student’s development and reasoning. Some students may find journal writing threatening or use it with the intent of impressing the tutor. To help avoid some of these problems, the teacher can provide guiding parameters, questions or a structure for entries.

Many teachers also engage in their own reflective writing as a helpful process for understanding their teaching practice and developing their personal teaching theory. Such reflection can range from the ‘what’ and ‘how’ of teaching to reflecting on one’s personal beliefs, values and goals as a teacher. When did you last allow yourself time for reflective writing, for probing the professional literature, as well as your ideas about teaching and your actions in the classroom?

• Surbeck, E., Han, E. P., & Moyer, J. E. (1991). Assessing reflective responses in journals. Educational Leadership, 48 (6), 25 – 27.