Student Teachers’ Reflections of Teaching during School Teaching Practice
This paper focuses on student teachers’ levels of reflection of teaching after their first experiences in the classroom as teachers and an attempt to contribute to the discussion of reflection on the part of student teachers is made. Based on the theoretical framework of socio-cultural and social theories of learning, prospective teachers’ teaching journals - soon after their first and subsequent teaching experience - were analysed. Adapting the broad domain (pragmatic, ethical and moral domains of reflection) and deep aspect (open and closed forms of reflection) of teacher reflection, an attempt to investigate how far these domains are approached by student teachers when reflecting their teaching and how far this can contribute to their future teaching, is made. In the first phase of the research 120 student teachers’ teaching journals expressing four different levels of reflection after teaching were used as analysis tools. In the second phase the same student teachers’ teaching journals were examined for open or closed aspects of reflection after subsequent experiences of teaching in the next semester of their studies. From the findings it is evident that all student teachers applied only the pragmatic domain of reflection and in fewer cases the ethical and moral domains whereas they did not use the deep aspect of reflection except rare cases.
||Student Teachers, Reflection, Teaching Practice
The International Journal of Learning, Volume 16, Issue 9, pp.185-196.
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Assistant Professor, Department of Primary Education, Univesity of Thessaly, Volos, Greece
She conducted undergraduate studies at the Aristotle University of Thessaloniki in Greece in Education and then postgraduate studies at Sussex University in the UK (MA and PhD in Education). Her doctoral theses focused on the project method of teaching in English and Greek primary schools regarding the promotion of the European Dimension. She worked as a pre-school and primary school teacher in English schools as well as in Greek schools of the Hellenic societies in the UK. Later, she taught ‘Comparative Education’, ‘European Dimension in Education’, ‘Teaching Methodology’ and ‘Intercultural Education’ in undergraduate courses at the following Universities: Aegean University, University of Thessaly and University of Peloponnese in Greece. Her postdoctoral research interests include a) cross-curricular teaching and project-based learning, b) co-operative learning, c) student teachers’ professional development, d) mature student teachers. Presently she is assistant professor in ‘Teaching Methodology’ at the University of Thessaly, she is involved in two out of four stages of the teaching practice for pre-service trainee teachers and has been involved in large and small scale research projects in Greece.
Assistant Professor, Department of Primary Education, University of Thessaly, Volos, Greece
Dr. George Pyrgiotakis is an assistant professor specialised on pedagogy in the Department of Primary Education at the University of Thessaly, Greece. He conducted undergraduate studies at the Pedagogical Academy of Heraklion, Greece and postgraduate studies at the University of Heidelberg, Germany (MA & PhD). He has worked as a teacher for more than 20 years in primary schools in Greece. Also, he has worked as a teacher in Greek language schools in Germany for five years. He has been lecturing in the Dept of Primary Education at the University of Thessaly since 1995. He is also involved in the school teaching practice module. His main research interests include reforming pedagogy, connecting theory to practice and professional development of primary school teachers.
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