IDENTIFIERS Preservice Teachers

Teacher educators routinely encourage preservice students to be reflective while learning to teach through dialogue journal writing and supervisory discussions. Likewise, they encourage teachers in the field to engage in action research and analyze and reflect upon their teaching through critical self-study. This paper describes a study that took place in two distinct contexts in two research universities in different parts of the country. Two teacher education instructors share their experiences in a self-study of their teaching practices. Each instructor included dialogue journal writing in her classes to achieve ongoing knowledge of what was happening in the classroom from the perspective of both students and instructors. At the end of each class everyone in the class, including the instructor, spent 10 minutes writing in their journals, which were then exchanged and read. The teacher collected and rea