How does a student teacher become a reflective practitioner?

Outi Kyrö-Ämmälä, Minna Kristiina Körkkö, Tuija Anneli Turunen

Research output: Contribution to conferencePaperScientific


Teachers are reflective practitioners who develop their own practice and construct justifiable professional knowledge through inquiry, observation, documentation, analysis and reflection. Research-based teacher education has a long tradition in Finland. It aims to promote student teachers’ reflective skills: When they graduate, they should have reached a critical level of reflection and be able to question and challenge the interpretations of their own experiences.

In the teacher education programme at University of Lapland, Finland, student teachers develop their research skills as part of their teaching practice. During each teaching practice session, they concentrate on different methodological approaches. This aims to promote the students’ readiness to employ research methods in their teaching practice. Furthermore, to scaffold student teachers’ reflective skills, the teacher education programme has introduced a video recording application, Video Enhanced Observation (VEO), that fosters a cycle of observation, communication and improvement.

This poster illustrates the student teacher’s process of developing critical reflection and building up an identity as a reflective practitioner. It highlights how this occurs through the integration of theory, practice and research methodologies at the University of Lapland.
Original languageFinnish
Publication statusPublished - 30 Mar 2017
MoEC publication typeNot Eligible
EventThe Future of Teacher Education in the Baltic Region: Towards research based teacher education - Helsinki, Finland
Duration: 30 Mar 201731 Mar 2017


ConferenceThe Future of Teacher Education in the Baltic Region: Towards research based teacher education

Field of science

  • General education

Citation for this output