Abstract
Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledge is better acquired and determines the differences between preservice teachers. Five preservice teachers were recorded giving a regular lesson to primary school students. Data was analysed by following the PDA model that divides the content in narrative and inferential. Main results reveal that practical knowledge is mostly elicited with the help of a mentor and mostly inferential. There were minimal significant differences among preservice teachers.
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