Supporting pre-service teachers in becoming reflective practitioners using conversation and professional standards

Ondine Bradbury, Angela Fitzgerald, Justen O'Connor

Research output: Contribution to journalArticleResearchpeer-review


A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight
into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional
Original languageEnglish
Pages (from-to)18-34
Number of pages17
JournalAustralian Journal of Teacher Education
Issue number10
Publication statusPublished - 2020


  • reflective practice
  • teacher education
  • classroom practice
  • mentoring
  • professional standards
  • professional experience
  • pre-service teachers

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