Using Learning Theory to Guide Reflection during School Experience

Abstract

Reflection has been considered a key aspect that should be included in teacher‐education programmes. There have also been recent calls to base teacher education on constructivist principles of learning. In this study, a reflective‐school‐experience component was integrated into a curriculum subject, using constructivist learning theory as a guide. It shows how these two constructs may be brought together in practice. The learning theory used is explained, and relationships to teaching are explored. Teacher interventions derived from the learning theory provided guidelines for the placement and operation of the school experience, and for encouraging reflection about both the school experience and classwork. An evaluation of the subject was conducted using a variety of data. Selected findings are discussed, and the success of the subject in influencing cognitive and affective outcomes are explored. The role of the school experience and indications of the occurrence of reflection by students are also examined.