The aim of this study is to explore the use of reflective journals in
supporting aspiring pre-service teachers in their professional development.
Additionally, the study seeks to assess the personal growth in aspects of
professional development among preservice teachers regarding their
engagement in reflective practices during the teaching practicum. The study
employs a qualitative research design. The case study employs various
research methods and strategies to delve into specific cases. In a case study,
the researcher employs two types of data collection techniques: narrative
frames and semi-structured interviews. In the descriptions, they wrote down
the activities in detail to know what happens in the class, including the
impact of their teaching. Subsequently, they document their emotions during
their first-ever classroom teaching experience. Afterwards, they evaluate
their teachings to identify what is effective and requires improvement. Pre
service teachers also require analysis to know what factors contribute to
improving their teaching so that students can achieve their learning goals.
Subsequently, pre-service teachers formulate conclusions based on the
achievement of one of the learning objectives, which they then incorporate
into the subsequent meeting plan and the stage action plan. The action plan
clearly outlines the areas for improvement in the upcoming teaching
activities. They would eventually develop their professionalism as teachers
if they frequently repeated this process during their practice.

Keywords: reflective journal, pre-service teachers, teaching practicum,
professional development, reflective practice