Professional development in practicum settings: Reflective practice under scrutiny |
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Institution: | 1. University of Pardubice, Faculty of Chemical Technology, Institute of Energetic Materials, Studentska 573, 53210 Pardubice, Czech Republic;2. Kirschstein & Partner, Kompetenz für Angewandte Psychologie, Wrangelstrasse 101, 20205 Hamburg, Germany;1. Graduate School of Education, University of Exeter, United Kingdom;2. Center for the Study of International Cooperation in Education, Hiroshima University, Japan;3. Education Development Trust, United Kingdom |
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Abstract: | This study explored the applicability of Donald Schön's notion of reflective practice for student teachers in practicum settings. The research was guided by three questions: What do student teachers reflect upon?, What precipitates reflection?, and What factors enhance or constrain reflection? Detailed case studies of four science student teachers on a 13-week practicum were constructed. Fifteen reflective themes were documented across the four cases, and it was possible to identify up to four precipitants for each theme. In all, 47 factors were documented that either enhanced or constrained reflection. The paper concludes by suggesting four strategies for promoting student teacher reflection and two refinements to Schön's conception of reflective practice for use in practicum settings. |
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