| dc.description.abstract | Reflective practice through journal writing is among the concepts that are introduced to teachers by my institution during the six-month long Certificate in
Education Programmes (CEPs). The objective is to enable teachers to develop
professionally by learning from their own practice after completion of the programmes. However, this can only occur if teachers are able to critically analyse
issues, events and situations within their practice. Over the years, it has been
realised that most teachers are unable to critically reflect. This study was of a
qualitative hermeneutic phenomenological nature. The sample included eight
CEP graduate teachers and four facilitators of the programmes. Semi-structured
interviews were the sole method of data collection. The study established that
apart from the way reflective practice is introduced to the teachers, other factors
such as language, teachers’ attitude and their lack of capacity are responsible for
how they understand reflective practice, thus impacting on how they write their
reflections in their journals. | en_US |
