Scaffolding Reflective Writing in Teacher Preparation: A JusticeOriented Curriculum Inquiry

Reflective writing is widely recognized as a vital component of teacher education. Although it appears throughout curricula, it is often applied and implemented in fragmented or superficial ways, with limited attention to its pedagogical foundations. This paper addresses this gap by proposing a scaffolded conceptual framework for developing reflective writing, grounded in reflective practice, social justice pedagogy, curriculum theory, and identity control theory. Drawing on existing literature and the author's professional experience, a model was developed. The paper organizes reflective practice into three progressive “developmental stages” – narrative grounding, analytical engagement, and justice-oriented reflection, each aligned with specific writing tasks and their pedagogical purposes. In addition, to facilitate implementation, the paper outlines five scaffolding strategies and five pedagogical design principles articulated to support the development of reflective capacity over time. The paper positions reflective writing as a justice-oriented curricular space through which preservice teachers critically engage identity, power, and pedagogy. Offering practical implications, guiding educators on how to sequence reflective tasks, and supporting curriculum designers and program administrators in integrating reflection as a continuous, inclusive, and justice-focused practice in teacher education preparation.