Abstract
Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.
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