ABSTRACT
Dialogue journal writing has been defined as ‘written conversation between two persons on a functional, continued basis, about topics of individual (and even mutual) interest’ (Staton, 1988, p. 312). Recent research (Rodderick, 1986; Bean and Zulich, 1989; Richert, 1990; Ferro and Lenz, 1992) illustrates the value of the data derived from journal writing with respect to students’ thinking about teaching.
