Abstract
ABSTRACT In Swedish teacher education, student teachers commonly work with assignments in small groups. To enable student teachers to grow, both personally and professionally, they need to reflect both individually and collectively with their teacher educators and fellow student teachers. However, research shows that there is a risk in teacher education to narrow reflection into a tool for teacher learning, and not recognizing it as an activity that challenges thought. To avoid this risk, the approach to video-stimulated reflection (VSR) explored in this study, considers not only the notion of reflection, but also the reflective process itself, and its potential for growing student teachers to create a reflective space collaboratively. Three groups of student teachers participated in the VSR on a field practice at a local science center. Two of the groups were preparing for teaching science in lower and upper primary school. The third group was preparing for teaching science in secondary school. A reflective cycle analysis was applied to detect reflection in the VSR interviews. The results demonstrate that the approach to VSR enabled a reflective process in all three groups. The affordances and constraints of the VSR and the role of the facilitator are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.