Managing compulsory school experiences and educational theory as a basis for student teachers’ reflections

Abstract

ABSTRACT This article explores the significance of educational theory in student teachers’ reflections on former compulsory school experiences. The student teachers participating in this study were given a two-part assignment: (1) to create a digital pictorial narrative about one of their former teachers, (2) to write an academic text based on their narratives. We ask what kind of shifts can be observed in student teachers’ reflections when they reflect on their prior experiences from compulsory school alone as opposed to reflecting on their prior experiences in light of educational theory. The student teachers’ language in the two texts was significantly different, and we found it valuable to use Vygotsky's theory of language and thinking in the analysis. The text highlights two findings: when utilising educational theory, the student teachers’ focus shifted (1) from the teacher’s traits to the teacher’s actions and (2) from the pupil’s perspective to the teacher’s perspective.