Enhancing student teachers’ epistemology of reflective practice while still at the university

Evidence from a sheltered reflective practicum

Bibliographic Data

ID21494553
AuthorsÍris Susana Pires Pereira (0000-0003-0647-2319, Institute of Education, University of Minho, Braga, Portugal, corresponding author), Tom Russell (0000-0001-5345-4354, Queen’s University, Kingston, Ontario, Canada), Xosé Antón González Riaño (0000-0001-6802-3389, University of Oviedo, Oviedo, Spain)
Year2024
Volume50
Issue1
Pages107-123
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2023.2193147
OpenAlexW4353072343
LanguageEN
Citations received2
References cited26

This article reports research evidence of the enhancement of student teachers’ epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön’s conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective practice, and assessment for and as learning, the strategy was designed to be a sheltered reflective practicum to learn about language and literacy education while still at the university, before moving into real class practicums. Data collected through individual reflective writing, developed at the beginning and revisited at the end of the practicum, were subjected to qualitative analysis. The results evidence students’ awareness of their limited initial and rich final understandings as well as of critical features of the learning process, expressing positive feelings and acknowledging the relevance of their learning for future practice. The discussion argues for the relevance of offering a sheltered reflective practicum approach while still at university in the design of teacher education

Formative assessment · Mathematics education · Pedagogy · Practicum · Reflective Practice · Reflective writing · Sociology · Teacher education · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies

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