Rethinking approaches to reflection in initial teacher education

Abstract

ABSTRACT Background During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented. Method Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively. Findings The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs. Conclusions This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.