Professional Development of Teachers and Student Teachers through Reflection on Practice

Abstract

SUMMARY This paper discusses new challenges for pre-service and in-service teacher education connected with the changing conception of the teaching profession. Some innovative approaches and strategies in teacher education will be discussed (implementation of constructivistic approaches, the concept of 'reflective practice', cooperation between university and training schools, tutors, mentors and student teachers). The concept of the reflective practitioner as an essential issue of a new conception is considered. Special attention will be paid to training strategies to help students use rational analysis of their teaching activities, to become aware of their 'tacit' knowledge and intuitive behaviour. Two of the most important 'awareness tools' used are childhood memory activities and various forms of reflective writing: free writing, independent writing, open-ended writing, focused writing, and supported writing. Major preliminary findings of action research concerning the implementation of new conceptions of teacher education will be outlined.