Jiang, Tingyu (2024) Systematic Review on the Contribution of Diary-based reflection to Equity Literacy among Teachers. Master thesis, Educational Sciences.
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Abstract
This systematic review explores the impact of diary-based reflection on fostering equity literacy among pre-service and in-service teachers in primary and secondary education. Given the growing emphasis on equitable educational practices, this study examines how reflective diary methods can enhance teachers' awareness and ability to address educational inequalities. Utilizing PRISMA guidelines, the review identifies 18 studies employing various reflective diary techniques, including written reflections, video diaries, and structured interviews, across diverse geographical and educational contexts. Thematic analysis and inductive coding were used to uncover patterns and insights related to reflective practices in education. The findings suggest that diary methods significantly enhance teachers' critical self-awareness, culturally responsive teaching, and community engagement. Additionally, these methods improve teachers' ability to recognize, respond to, and redress inequities within the classroom, thereby fostering more inclusive learning environments. Future research should focus on scalable diary frameworks and longitudinal studies to further validate the long-term benefits of diary methods in promoting equity literacy.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Deunk, M.I. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 16 Jul 2024 12:51 |
| Last Modified: | 16 Jul 2024 12:51 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3928 |
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