The reflective teacher paradigm is an area of teacher development that has been given a great deal of attention in recent years. Some student teachers and teacher trainers have found that keeping a journal to aid reflection on their experience added depth to their understanding of the teaching/learning process (Holten & Brinton, 1995; Richards & Lockhart, 1994). As a result, some teachers have experimented with having their students reflect in writing using reflective journals (Carroll, 1994), and learning logs (Gottleib, 1995; McNamara & Deane, 1995) to raise student awareness and increase autonomy.