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Using Dialogue Journals to Promote Student Learning in a Multicultural Teacher Education Course

M. Arthur Garmon, Assistant professor in the Department of Education and Professional Development at Western Michigan University. His areas of expertise and interest include issues of diversity in education, the learning of preservice teachers, the education of minority students, and systemic educational reform. Address: M. Arthur Garmon, Department of Education and Professional Development, Western Michigan University, Kalamazoo, MI 49008--5192.

Although keeping some type of journal is a common requirement in many education courses, little research has been conducted on how journals are actually used to promote student learning. This study investigated the use of dialogue journals as a tool for promoting the learning of prospective teachers in a multicultural teacher education course. In this article I define dialogue journals and briefly discuss the events leading to my decision to introduce them into a course on diversity. Next, I provide a rationale for the use of dialogue journals. I then explain how I used dialogue journals as a tool for promoting student learning in the course. Finally, I discuss limitations of this study and present implications for future research.

Remedial and Special Education, Vol. 19, No. 1, 32-45 (1998)
DOI: 10.1177/074193259801900104


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