Journaling as a Reflective Tool in a Rural Teacher Residency Experience

Authors

  • Nichole Smith North Carolina Agricultural & Technical State University https://orcid.org/0000-0002-5047-5931
  • Kimberly Erwin North Carolina Agricultural & Technical State University
  • Alisa Taliaferro North Carolina Agricultural & Technical State University
  • Cailisha Petty North Carolina Agricultural & Technical State University

DOI:

https://doi.org/10.3776/tpre.2024.v14n2p107-122

Keywords:

Reflective Journaling, Reflection, Teacher Residency, Rural Schools

Abstract

Reflection is necessary for teachers to review and adjust their practice. Journaling is a learned skill and can become a viable reflective practice during teachers’ preparation. In this qualitative study, researchers examined the reflective journaling endeavors of one HBCU’s Rural Teacher Residency Program during the participants’ rural residency experience. Findings center around the participants’ positive experiences, areas of continued improvement, work-life balance, and professional development, all of which highlight the participants’ successes and stressors of their residency experiences.

Author Biographies

Nichole Smith, North Carolina Agricultural & Technical State University

Nichole L. Smith, EdD, is a professor and serves as the MAED Reading Program and edTPA Coordinator in the Department of Educator Preparation at North Carolina Agricultural and Technical State University. She teaches a variety of courses, including Clinical Practice I, Children’s Literature, and Instructional Media. Her research interests include teacher retention, content literacy development, and teacher professional development. As an educator, she feels it is necessary to create a student-centered learning environment driven by assessment data, where literacy is at the core of all learning.  Prior to her role at the university, Smith taught high school English and served as a media specialist. nlsmith2@ncat.edu

Kimberly Erwin, North Carolina Agricultural & Technical State University

Kimberly D. Erwin, PhD, is the Associate Dean for the Center of Student Success and Engagement and an Associate Professor of the Department of Educator Preparation in the College of Education at North Carolina Agricultural and Technical State University. Her research interests include African American males at the elementary level with a literacy focus and the preparation of teacher leaders who aspire to transform education by utilizing research-based pedagogical practices that meet the needs of diverse students. Erwin’s research is grounded in the scholarship of Funds of Knowledge and its dimensions.  Erwin is a former elementary school principal and teacher. kderwin@ncat.edu

Alisa Taliaferro, North Carolina Agricultural & Technical State University

Alisa S. Taliaferro Russell, EdD, is the Associate Dean of Quality Assurance and Graduate Programs in the College of Education at North Carolina Agricultural and Technical State University. She is well-known for her dedication to improving the quality and effectiveness of academic programs. She focuses on promoting data interoperability to empower educators with innovative data solutions. Additionally, she uses evidence-based practices to improve teaching and learning outcomes and encourage a culture of continuous improvement. Her research interests include culturally responsive leadership, social capital, and equity in data visualization, emphasizing her commitment to creating inclusive and effective educational environments. Dr. Taliaferro Russell's work aims to bridge gaps in academic settings and bring about meaningful change through data-driven practices. Prior to her role at the University, Dr. Taliaferro Russell taught elementary students and served as K-5 School Administrator. astaliaf@ncat.edu

Cailisha Petty, North Carolina Agricultural & Technical State University

Cailisha L. Petty, PhD, is the Master of Arts in Teaching Program Coordinator and an Associate Teaching Professor at North Carolina Agricultural and Technical State University. She earned a BS in Biology and MS in Biology Education from NCATSU. She earned a PhD in Curriculum and Teaching from the University of North Carolina at Greensboro with an emphasis in science education. Her research interests include equity in science education for students of color and preparing engaging, highly qualified STEM educators. mrspetty@ncat.edu

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Published

2024-12-11

How to Cite

Smith, N., Erwin, K., Taliaferro, A., & Petty, C. (2024). Journaling as a Reflective Tool in a Rural Teacher Residency Experience. Theory & Practice in Rural Education, 14(2), 107–122. https://doi.org/10.3776/tpre.2024.v14n2p107-122

Issue

Vol. 14 No. 2 (2024): Educator Residencies in Rural Settings

Section

Research Forum

License

Copyright (c) 2024 Nichole Smith, Kimberly Erwin, Alisa Taliaferro, Cailisha Petty

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.