Learning diary as reflection instrument during practical training

Abstract

Critical reflection on one’s own actions during longer practical phases contributes to the professionalization of trainee teachers (Herzog & von Felten, 2001). There are multiple possibilities for students to observe school and teaching practice and to gather experience during practical phases. Besides classical reflection talks, written reflections in the form of learning diaries present themselves and offer the option to reflect in writing, independently and in a selfregulated way (Gläser-Zikuda, Voigt & Rohde, 2010). A fruitful and self-regulated reflection needs precise instructions and support from lecturers. This article presents the state of research in the area of learning diaries, focusing on university didactical use. In addition to the research on learning diaries in practical phases, extensive research on learning diaries in university seminars will also be discussed. Finally the didactical concept to apply learning diaries, which is used within educational science at the University of Wuppertal will be introduced. Two different concepts of learning diary usage have been applied, in which modes of instruction differ. By means of a comparative qualitative content analysis on two groups (N1 = 69; N2 = 126) differences between the groups (until summer semester 2014; starting from winter semester 2014/2015) will be analyzed regarding depth and process of reflection. Analyses show that through clearer instructions and reducing diary entries, more expedient reflections seem to take place. Besides known aspects from literature, the article will discuss questions on practical usage of learning diaries in a university context.