Evaluating Qualitative Inquiry of Students' Reflections And Experiences in an Educational Research Course

Student reflections and research about them play critical roles in the teaching and learning process. While student reflections improve academic achievement, research conducted by a teacher about students’ learning enables him/her to create new teaching methods which are responsive to current educational needs of students. In a recent study, the essential focus was on exploring trainee teachers’ reflections on the ‘Teacher as a Researcher’ course they completed. This qualitative case study, conducted within an interpretive paradigm, utilized documentary analysis of students' learning journals using Gibbs’ reflective cycle as a theoretical framework. The findings revealed that the course enhanced student engagement and empowered them to apply effective pedagogical approaches that would be beneficial for their future teaching endeavors. The study concludes that student teachers’ reflections play an indispensable role in developing critical thinking and inquiry skills. This research highlights the importance of encouraging students to reflect on their learning experiences and the value of teachers engaging in research specifically focused on student reflections to enhance their teaching methods.