Teaching reflexivity to adult educators begins with first of all seeing their value judgments clearly, developing a vision, and raising awareness of the relationship between their concrete actions and behaviors and their beliefs and attitudes. Active participation and experiential activities enable students to reach a more comprehensive understanding of concepts from cognitive knowledge and to transition to those practical applications. At this point, reflective blogs can be considered as a preferable strategy in the education of adult educators. It may be recommended to use this strategy in the context of pre-service training or in-service training.
Blogs are tools that promote development for those educated through critical reflection and meaning-making. The purpose of the blog writing is to enable students to evaluate their actions and to reflect on how they might deal with a similar situation in the future (reflection into action). Moreover, the results of these analyzes will also have an impact on future actions, thus facilitating reflection for action. Daily writing provides a secure basis for the free expression of feelings and thoughts. Reflective journaling offers students the opportunity to “think aloud on paper and reflects their own perceptions or understanding of the various situations they face. Thus, educators can communicate the causes of their decisions and actions by associating them with their emotions and combining them with thoughts about how they will behave in a similar situation in the future.
When it is considered as a strategy to teach reflexivity, it is seen that people who learn from their past experiences are annoyed or angry in learning environments; or a student or a different point of view. They are told to analyze their reactions to these situations. The trainer then gives a one-to-one feedback to the trainer about the text. This feedback should be free of any judiciary and criticism. On the contrary, this feedback should be the basis for the learner to present his / her own experiences and deeply reflect his / her presuppositions, assumptions and beliefs about himself / herself, students and learning environment. This includes directing them to ensure that educators constantly ask them why they made that decision or why they felt that way. In order for this strategy to be efficient, the daily writing process should be well planned and student expectations should be made very clear. In addition, educators will need to be extremely open-minded and willing to take responsibility for their actions in various recorded events.