  Many starting teachers of computer science have great professional skill but
often lack pedagogical training. Since providing expert mentorship directly
during their lessons would be quite costly, institutions usually offer separate
teacher training sessions for novice instructors. However, the reflection on
teaching performed with a significant delay after the taught lesson limits the
possible impact on teachers. To bridge this gap, we introduced a weekly
semi-structured reflective practice to supplement the teacher training sessions
at our faculty. We created a paper diary that guides the starting teachers
through the process of reflection. Over the course of the semester, the diary
poses questions of increasing complexity while also functioning as a reference
to the topics covered in teacher training. Piloting the diary on a group of 25
novice teaching assistants resulted in overwhelmingly positive responses and
provided the teacher training sessions with valuable input for discussion. The
diary also turned out to be applicable in a broader context: it was appreciated
and used by several experienced university teachers from multiple faculties and
even some high-school teachers. The diary is freely available online, including
source and print versions.

Computers and Society