Tomohide Warabi
Yuya Yamamoto
Akiko Takagi*
ABSTRACT
Journals are valuable tools for reflection and allow teachers to examine their teaching practice to identify areas for improvement. Prior research on reflective writing has mainly focused on formal education. This collaborative self-study aimed to fill this research gap by investigating the significance of peer feedback on teachers’ reflective practices through teaching journals, examining feedback types and intentions, its utility for practitioners, and the meaning of dialogue. After a year of journal exchange, a two-hour discussion was conducted. Data from the journal entries and discussion were analyzed using coding and reflexive thematic analysis, respectively. The analysis of journal entries revealed eight types of feedback comments, including requests for clarification, suggestions, and self-disclosure. The analysis of the discussion demonstrates how the colleague fostered the practitioner’s reflections, journal writing, and exploration of teaching practice. From the practitioner’s perspective, the feedback proved valuable in enhancing their teaching practice, receiving a different viewpoint on student reactions to language tasks, and reinforcing teacher beliefs. The study findings contribute to the literature by offering insights into how regular dialogue may enable practitioners to affirm their educational principles and appreciate the benefits of integrating their colleagues’ best practices into their teaching.
Key words: collaborative self-study, journal writing, reflection, feedback
DOI:10.30397/TJTESOL.202510_22(2).0001
 01_Promoting Teacher Reflection Through Dialogic Journal.pdf | [ ] | 398 kB |