ScholarWorks@숙명여자대학교

초록

This study explores the reflective experiences of school counselors-in-training through the use of the “AI Mind Diary” app. This was done with the aim of examining its potential for reflective writing practices in counselor education, and its applicability as a digital tool in school counseling. Twenty-five graduate students majoring in counseling education at S University in Seoul participated in the study. Over a 15-week period, participants used the AI Mind Diary app to monitor their emotional states and engage in structured self-reflective writing. Following the intervention, participants submitted reflective reports, which were analyzed using qualitative content analysis. In addition, emotional expressions and thematic patterns were examined through emotion word clouds. Keyword data was automatically collected via the teacher dashboard on the AI Mind Diary PC platform. The analysis yielded 5 major categories, 14 subcategories, and 62 meaning units. The findings indicate that the use of the AI Mind Diary app supported emotional regulation, enhanced self-understanding, and contributed to personal growth. Participants also reported development in core counseling competencies and progress in forming their professional identities as school counselors. Furthermore, they acknowledged both the practical potential and current limitations of AI-based tools in school counseling settings. The findings of this study suggest that digital tools facilitating self-reflective writing can serve as effective pedagogical resources in counselor training programs, promoting emotional awareness and professional development. The integration of technology into counselor education may foster deeper reflection and support the evolving identity formation of counselors-in-training. Future research should further investigate the long-term impact and optimal implementation strategies for digital reflective practices in counselor education.

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