Key points are not available for this paper at this time.
Undoubtedly, a focal point of teacher education courses is the practicum, and during this phase, reflection on practice is often a key component. Pre-service teachers are invariably asked to maintain a journal in which they reflect on their daily practice in schools. Many have pointed to the complexity of engaging effectively in this process and to the support pre-service teachers need to carry this out with profit. There is a danger of reflection becoming a perfunctory activity carried out mainly as a course requisite and not truly as a process of self-understanding and learning. This exploratory study focused on the daily journals kept by three pre-service teachers and analysed the content in a bid to explore how they carried out this task, and to look for signs that the process of reflection has achieved its purpose. Using NVIVO together with a close reading of the journals, the findings show that evaluation and analysis feature prominently, followed by action plans, however, the pre-service teachers do not express feelings often. A closer analysis of the journal entries suggests also that the pre-service teachers need induction into using reflective models together with support and discussions to achieve a more structured process of reflection.
Building similarity graph...
Analyzing shared references across papers
Loading...
Doreen Spiteri (Tue,) studied this question.
www.synapsesocial.com/papers/68e758cbb6db6435876d0bf1 — DOI: https://doi.org/10.1080/13540602.2024.2320147
Doreen Spiteri
Teachers and Teaching
University of Malta
Building similarity graph...
Analyzing shared references across papers
Loading...
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: