To what extent can reflective journaling help beginning teachers develop Masters level writing skills?

This article considers the theory around the use of reflective journals in teacher education and puts forward the argument that their use has encouraged students to develop as reflective practitioners moving from the descriptive or surface reflection in their practice towards a greater degree of self-reflection and in a few cases critical reflection. Moving from a consideration of ‘Am I doing it right?’ to ‘Is what I am doing right?’, the article also considers the challenges of using reflective journals as an assessed part of a Masters course.