Reflective journals as a developmental tool in PAL

Abstract

Reflection is frequently used as a means towards evaluating and improving performance. In the context of peer learning, post-session debriefs are reflective conversations between Peer Assisted Learning (PAL) leaders and their Academic Co-ordinators. Reflection-for-action (Killion and Todnem, 1991) is a good fit with peer learning which is typically action-oriented.  This case study considers the extent to which a PAL leader’s professional capability and personal development may be further boosted by keeping a reflective journal. It raises the question whether or not there are tangible benefits to the journal-keeper in terms of their perceptions of their own learning, soft skills and employability.  A PAL leader at a UK university who kept a reflective PAL journal found the process enriching and it led to some changes in thought in respect of assumptions about what PAL success could look like.  ÂÂ

Keywords

• reflection-for-action
• confidence
• writing cycle.