Writing to Learn from Experience: Unguided Reflection as Meaning Making Practices for Teachers

in Writing for Professional Development
Restricted Access
Get Access to Full Text

Subject Highlights


In this chapter, we discuss unguided reflective writing as a practice for the professional learning of teachers. Our discussion is sustained by the findings of a study we carried out of 20 unguided reflections collected during an in-service program about the teaching of writing. Teachers’ unguided reflective writing assumed a narrative-like character and the texts were therefore analyzed as tools that teachers used to create meaning directly from their lived experiences. We used a Habermasian tripartite conception of worlds of action to structure our analysis, which unveiled the uniqueness and complexity of meanings that were constructed by each individual, illuminating a variety of meaning making profiles among participants. Our argument is that unguided writing is a powerful scaffold for situated, reflective learning from lived experience that might be used by teacher educators when implementing teacher education programs.

Table of Contents




All Time Past Year Past 30 Days
Abstract Views 40 40 9
Full Text Views 7 7 4
PDF Downloads 4 4 2
EPUB Downloads 0 0 0

Related Content