Use of reflective journals in initial teacher training in Physical Education in Mexico

Abstract

This study aims to achieve two goals: 1) To analyse the didactical/teaching experience of physical education teacher education students using reflective journals; and 2) To correlate the learning service methodology and the reflective process within the Experiential Learning cycle. This was a descriptive, qualitative, and hermeneutic study that analysed the reflective journals of ten undergraduate students in physical education teacher education. The data analysis was completed with a systematic design as a reference. The following categories were identified: a) emotional expressions; b) soft skills development; c) learning acquisition; d) performance reflection; e) teaching identity development. These categories were correlated within the Experiential Learning cycle, which allowed us to visualise a way in which the reflective process of students is congruent with Kolb's tenets. It can be concluded that reflective journals can contribute to a better academic performance in teacher education students.