Diary studies have been well established as a research tool in second language learning/acquisition studies, and recently their use has been extended to the field of teacher education. Writing journals or diaries provides an excellent opportunity for students to observe themselves, collect data about their own teaching, and to use that data for self reflection and hence their professional growth.

The present paper analyzes the daily reports written by 11 student teachers during their two-week teaching practice. As a result, some positive changes in their approach and focus of attention in the classroom have been noticed to emerge. Finally, it is suggested that this reflective approach be applied to future teaching practice or teacher education program coordinated between university and the attached school.