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Abstract
Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
Notes
1.Teacher-training programs should be progressively based on sets of context-specific teacher experiences but it is also necessary, as a further step, to extract ‘patterns’ from those local activities in order to have a theory of the action. Therefore, it is essential to reach this level of abstraction to find the most effective strategies, rules or principles for practice (Shulman 1987).
2.ARR97, where ARR = Action Research Report; 97 = ordinal number of the report (accounting from the date of submission).
3.Ana = student teacher’s first name; E2 = E stands for evaluation; number 2 = second paragraph.