Rethinking approaches to reflection in initial teacher education
Tiainen, Outi; Lutovac, Sonja; Korkeamaki, Riitta-Liisa (2024-05-07)
Routledge
07.05.2024
Tiainen, O., Lutovac, S., & Korkeamäki, R. L. (2024). Rethinking approaches to reflection in initial teacher education. Educational Research, 66(3), 245–262. https://doi.org/10.1080/00131881.2024.2346088
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202406194723
https://urn.fi/URN:NBN:fi:oulu-202406194723
Tiivistelmä
Abstract
Background:
During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences.
Purpose:
This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented.
Method:
Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively.
Findings:
The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs.
Conclusions:
This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.
Background:
During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences.
Purpose:
This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented.
Method:
Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively.
Findings:
The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs.
Conclusions:
This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.
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