Professional development through reflection in teacher education

被引：144

作者：

Korkko, Minna ^{[1
]}

Kyro-Ammala, Outi ^{[1
]}

Turunen, Tuija ^{[1
]}

机构：

[1] Univ Lapland, Fac Educ, POB 122, FI-96101 Rovaniemi, Finland

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 55卷

关键词：

Teacher education; Student teacher; Teacher identity; Practical theory; Reflection; STUDENT-TEACHERS; EXPERIENCES; KNOWLEDGE; MEMORIES; SELVES;

D O I：

10.1016/j.tate.2016.01.014

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article investigates primary school student teachers' practicum-related reflections. The data consists of the portfolio writings of 13 students. A thematic analysis approach was used to investigate the content and level of students' reflection and how it contributed to their practical theory and professional development. The results show that practical theories were developed throughout the education programme. Students' reflections gradually broadened and deepened but remained primarily descriptive. Reflection, feedback and specific issues concerning each practicum promoted the development of practical theories. These results suggest that supporting student teachers' reflective skills can impact positively on their professional development. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：198 / 206

页数：9

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