|dc.description.abstract||Among the varying ways to reflect on practice, learning journals capture the stories and
lived experiences of teachers and help the writer to learn from experience about an event,
an idea, or emotions.
What does critical space in learning journals look like and under
what conditions is it accessed? This needs to be understood to develop strategies to assist
teachers in their journaling. The key finding was that teachers use journals for many
different purposes, not all of which are critical. “Critical space” is a place for teachers to
critique and challenge their practice. It is found in journaling when privacy is assured or
there is a trusted audience. Time and place are key to supporting teachers’ critical
reflections. Teachers must believe that change is possible and that this change brings
professional growth. Necessary mechanisms put in place at the classroom, school, and
government level would support this practice.
Multiple data sources were used including
convergent interviews, email correspondence, and journal excerpts.||en_US