Practising what I preach: Modelling reflective practice to student teachers

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21 Citations (Scopus)

Abstract

This study explores the relationship between a teacher educator's explicit modelling of reflection on practice and student-teachers' developing use of reflection on practice. In this case, the teacher educator attempted to offer his student-teachers opportunities to see, hear and understand the thinking that underpinned his pedagogy so that they might better understand and develop their reflective skills in their own teaching practice. Through a framework developed from the work of Dewey (1933) a theoretical perspective on reflection was designed and applied to the student-teachers' thoughts as displayed through their journal writing and interviews. This paper demonstrates that modelling is an important aspect to enhancing student-teachers' learning about teaching and learning.

Original languageEnglish
Pages (from-to)431-451
Number of pages21
JournalResearch in Science Education
Volume25
Issue number4
DOIs
Publication statusPublished - 1 Dec 1995

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