Abstract
In this study we introduce a guided reflection procedure that aims to support student teachers in developing knowledge based on their practical experiences and by linking this with theoretical knowledge. Student teachers (n=22) with varying prior teaching experiences carried out the guided reflection procedure at a university in Estonia. In an empirical study we focused on student teachers’ experiences and feedback on the guided reflection procedure. Data was collected with interviews and group interviews, and analysed employing a thematic analysis method. The findings showed that the perceived value of the reflection procedure is related to student teachers’ prior pedagogical experiences.
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