Student journals as instructional lenses in developing thinking skills among Teacher education students (A Qualitative-Quantitative Study)

The dynamics of journal writing has been explored in different disciplines or fields.  Its primary purpose of transmitting thoughts and feelings to paper has been well recognized as a potent learning tool in educational systems worldwide.  Contemporary teachers have attempted to encourage critical thought, application of knowledge, and an attitude of intellectual curiosity through journal writing. The pedagogical benefit of journal writing is touted by many.  Foreign literature reflects researches on the use of journal writing in relation to enhancing learning and promoting reflective thinking among students and as an effective means of evaluating student learning on the part of the teachers.  Walker (2003) studied journal writing as a teaching technique to promote reflections among athletic training students as they progress through their education.  She used content and trend analysis in this qualitative study.  She found out that journal writing assignments can benefit students by enhancing reflection, facilitating critical thought, expressing feelings, and writing focused arguments.  In addition, journals can assist athletic training students with exploring different options for handling daily experiences.