Foreign language

Response journals.One type of reflective journal utilized in teacher education program is the reading response journal. According to Parsons (1994), response journals involve students in recording “their personal reactions to, questions about, and reflections on what they read, write, observe, listen to, discuss, do, and
think” (p.12). For instance, in this type of reflection journal, students are assigned to read a book, an article or see a film or a video and write their comments, ideas, or questions about it by engaging in reflective processes.
After writing their papers, the students sometimes share their papers within the classroom with their teachers and peers. This type of journal is frequently used in

health education (Kerka, 2001) and helps the learners connect their previous knowledge in the field with new information or learning (Kerka, 1996). In teacher education, response journals are utilized, as well. For instance, Lee (2008) conducted a study on thirteen female Cantonese-speaking undergraduate students majoring in

English language teaching to see the use of response journals on teachers‟ development of the teaching and learning processes. Participants were required to write response journals during their compulsory course called subject instruction, which aims to equip students with necessary knowledge and skills of English language teaching. The findings of the study revealed that response journals helped teacher candidates reflect their feelings and thoughts as well as enhancing their self- understanding and professional characteristics such as questioning their teaching practice, exploring alternatives to problems and self-evaluation.
Dialogue journals. Dialogue journals can be described as a tool that involves teachers and students in writing and exchanging their ideas in mutual responses.
These types of journals have been utilized in teacher education programs and found to be effective in identifying students needs in specific areas, promoting autonomous learning, enhancing confidence and creating interaction beyond the classroom setting (Porter, Goldstein, Leatherman & Conrad, 1990). In 1998, Brookfield discussed the contribution of dialogue journals:
A self-confirming cycle often develops whereby our uncritical accepted assumptions shape actions that then only serve to confirm the truth of those assumptions. We find it very difficult to stand outside ourselves and see how some of our most deeply held values and beliefs lead us into distorted and constrained ways of being. (p. 197)
Considering Brookfield‟s ideas on dialogue journals, it can be concluded that these

types of journals help learners or teachers evaluate their beliefs and values.By engaging in dialogue journals, reflective practitioners canidentify the beliefs and their roles from an outer perspective in their learning and teaching.