Abstract
During their studies pre-service teachers are repeatedly asked to reflect with the expectation to obtain a critical level in their reflections. Empirical studies show that for students in teacher education, this is far from obvious. In this study the impact of two approaches to reflect (a linear and a non-linear) and two methodologies to support reflection (digital storytelling and the writing of a learning journal) on critical reflection is investigated. The analysis of 164 reflection assignments of pre-service teachers reveals that the mean score of all reflections on critical reflection is low, and it seems that a linear structured learning journal most effectively supports critical reflection. In addition to recommendations for practice and methodological remarks, this study presents suggestions for further research.
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