Reflective journals can be used in most disciplines as a way to help structure self-analysis and self-reflection on the process of learning. In this instance I used a reflective journal for groups of overseas visiting science scholars from China who were attending a professional development program to introduce them to contemporary practices in the teaching of science and mathematics. The professional development program introduced a number of teaching practices by modelling them with the scholars, and as part of the process they were encouraged to use a reflective journal. I gave them each an A4 exercise book which was suitably labelled on the outside and which had the following information on the inside cover.

Learning Journal

A learning journal is "...an accumulation of material that is mainly based on the writer's processes of reflection" (Moon, 1999).

For this professional development program there are several reasons for keeping a journal:

• to support an understanding of new teaching methodologies through structured reflective activities;
• to develop critical analysis about the learning experiences of students; and
• to provide an avenue for regular feedback about the program with your mentor and with your colleagues.

It is suggested that you use a separate notebook for your journal. You can choose to structure the journal any way you want but may find the following suggestions useful:

• If you use only one page of each sheet in the notebook, you can come back later to add observations to previous entries (on the blank page facing your entry).
• Journal entries will consist of your responses to the activities that occur during the course. You may wish to keep a log of the activities and identify in what way similar activities could be used in you teaching.
• Sometimes it will be hard to start writing in your journal. On these occasions, it might help to start with a description of the event or issue you are considering, then add other ideas to this description, such as observations from your own teaching experiences. Explore or reinterpret your ideas from different perspectives or within different contexts (for example, from discussion with your peers in the program).
• Make time to keep your journal up to date.
• Review previous entries in the light of new knowledge and experiences.

Always remember that the journal will be your personal reminder of the events of this part of your overall program. Write things as soon as you can.

Most important of all, be honest with your entries. the journal will have served its purpose if it helps you place the new learning experiences in the context of your current teaching.

The process of keeping the journal can be self-assessed according to the following factors sourced from Moon (1999)

• presentation and legibility
• regularity of entries (always date them)
• honesty of self-assessment; and
• evidence of a willingness to revise ideas

Good luck with your journal.

Moon, J. (1999) Learning journals: A handbook for academics, students and professional development. London: Kogan Page Limited.

The scholars used the journal for many purposes including writing notes about the activities we did with them in each of twenty workshops. We emphasised that the journal was a private writing space although several of the scholars across the years asked me to look at their journal and comment on their entries.

At this point in time we have no information that the scholars are promoting such journals to their students or that they are continuing to use such a journal to help them in their own teaching back in China.