The researchers had intended to write about their daily practice and their reflections about it. When they realized the challenge of writing, they decided to phone and converse with each other about their day and related topics, and tape record the conversations. However, when they reviewed transcripts of the conversations, they found that they weren't "reflective enough for our purposes" (Twiss, 2004, p. 28). Diana reflected that the journaling process might have been more successful if the researchers had had "more focused things to reflect upon and write about in our daily accounts" (p. 29).

Relective writing with others (by e-mail)

Some researchers in practice have used e-mail as a way to record their reflections and share them with colleagues. Colleagues can then engage in written discussion and dialogue with each other, which can extend the reflective process.

Arts-based approaches

Like free writing, arts-based approaches can help us get out of our intellectual minds into other ways of knowing. When using the arts for reflection, the focus is on the process, although the product (if there is one) can be an expression and reminder of our insights and learnings. It can also be helpful to free write or brainstorm about those insights as a way to document them and reflect further.

Following is an example of how I gained insights about my practice through an arts-based activity. Although not related to a specific research project, I was involved in a practicum at the time that involved journaling and reflection. When I started the art activity, I didn't know that it would lead me to insights about the practicum or my ongoing practice. Other examples of how arts-based approaches support reflection are included in Chapters 8 and 9.

Presence in the midst of whirling. This piece was created during an individual expressive arts session.^{Footnote 7} I spent some time painting without anything particular in mind. When I finished, I looked at what I'd painted, from various angles. At first I was taken aback by the apparent "chaos" that I saw. I was busy, busy at work, but is this what I was feeling? I then used words ending in "ing" to write about what I saw and, in the process, arrived at the title of the piece and an increased awareness about staying present as I engaged with students and others.

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