Professional development through reflection in teacher education

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Abstract

This article investigates primary school student teachers' practicum-related reflections. The data consists of the portfolio writings of 13 students. A thematic analysis approach was used to investigate the content and level of students' reflection and how it contributed to their practical theory and professional
development. The results show that practical theories were developed throughout the education programme. Students' reflections gradually broadened and deepened but remained primarily descriptive. Reflection, feedback and specific issues concerning each practicum promoted the development of practical theories. These results suggest that supporting student teachers' reflective skills can impact positively on their professional development.
Translated title of the contributionAmmatillinen kehittyminen reflektion avulla opettajankoulutuksessa
Original languageEnglish
Pages (from-to)198-206
JournalTeaching and Teacher Education
Volume55
DOIs
Publication statusPublished - Apr 2016
MoEC publication typeA1 Journal article-refereed

Field of science

  • General education

Citation for this output