Using a Domain-Specific Model to Improve Student Teachers' Reflections on Positive Teaching Experiences

Abstract

The aim of this article is to provide insight into ways that a domain-specific model for reflection can support student teachers in reflecting on teaching experiences. According to the literature, the quality of reflection fundamentally depends on the conceptual repertoire that practitioners bring to bear on the situation. This process is referred to as framing. To improve student teachers' reflections, we have developed a domain-specific model for framing teaching experiences. In this article, we describe the design of the domain-specific model for reflection and the results of an explorative study in which we compared reflecting on experiences with and without the model. The results show that student teachers' use of the domain-specific model promotes better-quality reflections. When using the model, student teachers describe and explain their experiences with more detail; they reflect on a deeper level; and their resolutions are more productive.