抄録
The present report looks at how teaching journals expose a teacher’s development over time from the perspectives of critical reflection, motivation and transformation. Data was collected and analyzed from a trainee teacher's teaching journal, a questionnaire and an interview. The findings may imply that a journal served as a powerful teacher-training tool because it revealed how these three factors functioned and encouraged transformation in their beliefs and teaching practices. There was also an implication of critical weaknesses in the journal writing process in this report that, for some teachers, it could be demanding or demotivating. Interventions such as collaborative journal writing are a potential way for this practice to be incorporated into teacher education programs to satisfy the need for relatedness. This report provides practical tools for teacher education research.
