Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers |
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| Authors: | Outi Tiainen Riitta-Liisa Korkeamäki Mariam Jean Dreher |
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| Institution: | 1. Faculty of Education, University of Oulu, Oulu, Finland;2. Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, USA |
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| Abstract: | This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum. |
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| Keywords: | Classroom practicum reflection beginning pre-service teachers stimulated recall peer-group mentoring |
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